Q U A R T E R: Module in English For Grade 7

MODULE IN ENGLISH
FOR GRADE 7
Q
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Quarter 1 1
DISCOVERING MY STRENGTH
First Quarter: Week 1
Intended Learning Outcomes:

 Pronounce words correctly focusing on stress
 Unlock unfamiliar words taken from the selection
 Infer the message of the selection
 Determine the characteristics of a legend
 Define a sentence
 Distinguish the parts of a sentence
 Compose a story
LET’S
LET’SENUNCIATE
ENUNCIATE
DRILL:
Stress is characterized by force or intensity (loudness), pitch or tone, and
duration.
Remember the following generalizations about stress on the second syllable.
1. Most two-syllable words are stressed on the first syllable.
ALways DRIver SUREly
HOly BAby DAIly
BETter LAdy PRETty
2. Intensive and reflexive pronouns receive the stress on the second syllable.
mySELF themSELVES
himSELF yourSELF
ourSELVES yourSELVES
3. Numbers ending in –teen receive the stress on teen.
thirTEEN sixTEEN
fourTEEN sevenTEEN
fifTEEN nineteen
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4. Words ending in –tion, -sion, -ical, and –ily generally have the primary
stress on the syllable preceding the last one.
examiNAtion compLEXity
hisTORical geneROSity
inVERsion
5. When a suffix is added to a word, the new form generally retains the stress
on the same syllable as the word from which it is derived.
HAPpy HAPpiness
CLOUDy CLOUDiness
asSIGN asSIGNment
reFRESH reFRESHment
DUty DUtiful
LOVEly LOVEliness
6. Many words show a shift in stress to indicate a noun or a verb use.
Noun Verb
PREsent preSENT
REcord reCORD
PERmit perMIT
7. Compound nouns generally place the primary stress on the first component
and the secondary stress on the second component.
SUNset MOONlight ARMchair
BEEFsteak SUNshine HOMErun
FLOODlight SHOTgun BALLpen
8. Compound verbs generally place the primary stress on the second
component.
OutDO outREACH
OverFLOW outRUN
UnderSTAND overtHROW
Quarter 1 3
LET’S
LET’SDIVE
DIVEIN
IN
Match the definitions in Column B with the terms in Column A. Write the letter
of the correct answer on the space before the number.
Column A Column B
____ 1. indigenous a. a situation in which events happen at the same
time in a way that is not planned or expected
____ 2. distinct b. one held to foretell events by omens
____ 3. penetrate c. to state that something will happen in the future
____ 4. subdue d. produced, living, or existing naturally in a
Particular region or environment
____ 5. coincidence e. a situation in which many people do not have
enough food to eat
____ 6. decreed f. a long period of time during which there is very
little or no rain
____ 7. prophesied g. to go through or into something
____ 8. famine h. different in a way that you can see, hear, smell
feel, etc.
____ 9. drought i. an official order given by a person with power or
by a government
____ 10. augur j. to get control of by using force, punishment, etc.
LET’S
LET’SDISCOVER
DISCOVER
Read the story. Find the origin of the Filipinos.

A Strong and Beautiful People
From the Filipino Legend of “Malakas and Maganda”
H. P. Ladera
The country is inhabited by people largely of Malay stock but sub-classified

into hundreds of tribes, indigenous groups, and distinct languages. The colonizers,
Quarter 1 4
much to their disgust, could not penetrate the mountain tribes living in the remotest
fastness of the Cordilleras nor subdue the “Moros” in the Muslim south, in the Sulu,
and other parts of Mindanao. It is just as well. They have remained today as our
brothers and sisters who have lived lives untouched by foreign influences and thus,
have retained their cultural traditions as they had been before the first white man
came.
One sees in the Filipinos a strong and beautiful people. Legend has it that
once upon a time, long, long, ago, there lived a maid and a man who loved each
other dearly. It is said that Malakas and Maganda were born on the same night, at
the same hour just as the new moon was rising. And their people, whose loves were
ruled by the movements of the sun and the stars and the moon, knew that this
strange coincidence has a wondrous meaning. And even as they worshipped the
newly-born babies, their diviners decreed that Bathala, in his mysterious wisdom,
must have meant them for each other. And so it came to pass that the two
kingdoms which were ruled by the parents of Malakas and Maganda held a joint
festival to celebrate the double birth. And at this festival, Malakas and Maganda
were promised to each other. They would be married after fifteen years.
However, on the night of their birth, a seer had prophesied that their marriage
would not come true because an evil bird had sung. So, famine and drought
delayed their marriage for three years. Finally, when the night of their wedding had
come and both kingdoms were getting ready for the great feast, fears of war
between the two kingdoms, one as strong as the other, did not augur well for the
occasion. Malakas, came secretly to see Maganda, to tell her about his fears, but
he assured her he loved her and that nothing would ever separate them. Everyone
thought they were so right for each other. No other love was more powerful than
theirs. Besides, the young and the romantic thought that their marriage was written
in the stars.
At the marriage festival, the two rajahs, parents of the bride and groom, had
confrontation over the disputed ancestral lands. There was no wedding. As the two
kingdoms separated, they couldn't understand how some old hill could destroy a
friendship of many, many years. To Malakas and Maganda, however, their love had
grown stronger than it was before. They knew in their hearts they would find a way.
One night, when her father was out, Princess Maganda escaped from home
and sought out Prince Malakas. Afraid that Maganda might not get another chance
to escape, together, they ran away to distant lands. Legend says, they became
parents of the first Filipinos. Their union gave birth to a strong and beautiful people.
Quarter 1 5
LET’S
LET’SDISCUSS
DISCUSS
A. Comprehension Questions
Answer briefly the following questions:
1. What are the problems encountered by the characters in the story?
______________________________________________________________
2. What premonition was heard about their plan to get married?
______________________________________________________________
3. How did the characters resolve their problems?
______________________________________________________________
4. How did Malakas show his great love to Maganda despite all the odds?
______________________________________________________________
5. What generalization can be drawn from the legend?
______________________________________________________________
6. What was the effect of the union of Malakas and Maganda?
______________________________________________________________
B. Literary Focus
1. What type of folk narrative is the selection?
______________________________________________________________
2. Are there any mythical qualities or symbolisms used in the story? If there
are, what are these?
______________________________________________________________
3. What are the beliefs or customs of the Filipinos presented in the selection?
______________________________________________________________
Quarter 1 6
CHARACTERISTICS OF A LEGEND
A legend is a folk narrative that is handed down through oral tradition. Its
subject matters are supernatural and natural and wonderful events that depict origins
or story beginnings of a thing, place, or people. It may also involve mythical qualities.
Legends are written in prose and may be of considerable length as in epics.
They also depict spiritual beliefs and customs and highlight validating ideals,
practices, and life values of a particular people.
Think of at least three Philippine legends that you know. Then fill out the
following table.
Title of Time and Realistic Otherworldly Attributes Historical

Legend Place Occurrences or of Connections
(Setting) from the Supernatural Characters
Story Occurrences
LET’S
LET’SEXPLORE
EXPLORE
THE SENTENCE
A sentence begins with a capital letter. It ends with a period, a question mark,
or an exclamation point.
A sentence must have a subject and a predicate. The subject and the
predicate are either expressed or understood.
Example: The wife spoke.
The word wife is the subject. In the example, the wife is the one doing the
action. What word expressed an action in relation to the subject? That word is the
predicate. Spoke is the predicate.
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A sentence, in order to express a complete thought, must have a subject and
a predicate.
The subject is that part of a sentence about which something is said.
Examples: The two kingdoms separated.
Their love had grown stronger.
They knew in their hearts.
The predicate is that part of a sentence which says something about the
subject.
Examples: They would find a way.
Princess Maganda escaped from home
They became parents of the first Filipinos.
Their union gave birth to a strong and beautiful people.
LET’S
LET’SCHECK
CHECK
Identify each item whether it is a sentence or not.
__________1. A strong and beautiful people.
__________2. There lived a maid and a man.
__________3. Malakas and Maganda were born on the same night.
__________4. The new moon was rising.
__________5. Whose loves were ruled by the movements of the sun.
__________6. This strange coincidence has a wondrous meaning.
__________7. They worshipped the newly-born babies.
__________8. Their diviners decreed that Bathala.
__________9. Ruled by the parents of Malakas and Maganda.
Quarter 1 8
__________10. They would be married after fifteen years.
LET’S
LET’SWRITE
WRITE
You are tasked to write a legend depicting any unusual object or creature.
Your work will be evaluated based on content, organization, creativity, and language.
Be guided by the pointers given below.
1. Know as many legends as you can, especially those from your place of
origin. You may ask elders in your community and others who know a lot about
legends. Exposure to stories and the art of story-telling will help you weave legends
on your own.
2. Determine the setting of your story. Specify the location and time frame of
your story based on historical events and places. Reflect on what general feeling or
mood you would like to create especially in the beginning of the story.
3. Think of your main character and supporting characters. You may reveal
them by describing their physical appearance and personality.
4. Identify a problem that will affect the characters of your legend. Then think
of creative ways to solve it. Take note of the characters’ reaction to the problem as
well.
5. Consider how you want your readers to feel for and react to the ending of
the story.
LET’S
LET’SDELIVER
DELIVER
Group yourselves into five members per group and then create a scene that
shows how to overcome weaknesses and turn them into strengths. Talk about how
overcoming weaknesses and turning them into strengths has helped you in school
and in life in general.
Quarter 1 9
REMINISCING THE PAST

 Pronounce words correctly
 Infer the message of the story
 Determine the plot of a story
 Identify nouns and its kinds
 Distinguish the derivational nouns
LET’S
LET’SENUNCIATE
ENUNCIATE
DRILL:
A. Pronounce these pairs of words. Distinguish the sound of [Ɛ] as in bet from
that of [e] as in bait.
1. let late 6. dell dale

2. met mate 7. tell tale
3. pen pain 8. bell bale
4. fed fade 9. sell sale
5. wet wait 10. debt date
B. Listen and imitate as your teacher reads the following sentences. Observe
correct intonation patterns.
1. They sell many things at the bargain sale.

2. The man paid his debt on the agreed date.
3. Her classmate met an accident.
4. Do not let in latecomers.
5. They will get the stones outside the gate.
6. Tell her an interesting tale.
7. She went to the shed to stay in the shade.
8. Kate learned to bake a cake.
9. The faded fan was put up for sale.
10. The mother sewed less lace on her daughter’s dress.
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LET’S
LET’SDIVE
DIVEIN
IN
Choose the best meaning for the underlined words.

1. The men rushed to the sides of the boat.
a. looked over b. took out c. hurried
2. The datu opened the box and drew forth the necklace.
a. looked over b. took out c. observed
3. Marikudo assembled his men.

a. gathered b. trained c. observed.
4. The Borneans were in search of a new land.

a. looking for b. cultivating c. landing
5. Marikudo consented to give the Borneans some land.

a. thought b. studied c. agreed
6. They were stout-hearted men.

a. generous b. brave c. wise
7. The men were hardy enough to sail to a new land.

a. strong b. reluctant c. wise
8. The boats drew nearer to the shore.

a. came b. stopped anchored
LET’S
LET’SDISCOVER
DISCOVER
Read the selection which tells about ten Bornean datus landing for the first
time in Philippine soil and making it their homes. Read it to find out why it has been
said that we have “Sprung from a race of hardy men and heroes.” Why is this voyage
important to us as people?
Voyage To The New Land

Out of the sea the graceful slender boats where the datus would sail away lay
waiting. The sun shone brightly; a good wind blew, filling the sails of the boats. Soon
the boats were full of people: the ten datus, their families, and their slaves. The
Quarter 1 11
people left on the shore stood waving as long as the boats were in sight.
For several days Datu Puti and his men sailed toward the north. These brown-
skinned men with stout hearts had left their native Borneo in search of a new land.
Favorable winds helped them. At last the lookout man shouted, “Land Land! I see
land far to the north!”
All the men rushed to the sides of the boat. Before them, but so far away they
could hardly see it, was an island, a beautiful green jewel on the sapphire sea. As
the boats see nearer, the datus could see the palm tree upon the shore and many
people watching for them to land.
The island where the Bornean datus landed was Panay. The inhabitants of
Panay at the time were Negretos called Ati. They had a chief whose name was
Marikudo. His wife was named Maniwantiwan.
The Ati were friendly and hospitable. They were simple people. They
welcomed the strangers. They looked with surprise and admiration at the rich clothes
and ornaments worn by the datus and their wives. They especially admired their
ornaments of gold. Marikudo could hardly take his eyes from the gold hats of the
datus. For her part, Maniwantiwan looked with envy at the pearl necklaces of the
women.
The datus brought with them beautiful pots which they offered as gifts to
Marikudo. They also gave him ornaments of jade and agate and green and blue
glass beads. Marikudo accepted the gifts happily.
At last Datu Puti said to Marikudo, “You are very kind to us, my friend. I and my
people would like to live with you. We would like to be brothers. Can you give us
some of your land?
Marikudo did not answer at once. He blew upon his horn to assemble his
followers. He asked them what answer he should give the Borneans.
Maniwantiwan spoke in the assembly. She said, “Give them land. But in
exchange, ask for a golden hat for yourself, Marikudo. For myself, I want a necklace
of pearls. I want a necklace long enough to reach the ground.”
Marikudo now approached Datu Puti and said, “We shall be glad to give you
land. But you must give in exchange for the land a golden hat for myself and a pearl
necklace for my wife.”
Datu Puti willingly took off his own hat and offered it to Marikudo. “This golden
hat is precious,” he said. “But the land is good and you, my friend, are kind. So I
gave this hat to you.”
Marikudo took the hat from Datu Puti. He turned it over in his hand. A happy
smile was on his face.
“Your wife shall have her necklace – the best and the longest that we have,”
Datu Puti then promised.
He clapped his hands a said a few words to a slave. The slave gave him a box.
The datu opened the box and took out a very long and very beautiful pearl necklace.
This Datu Puti offered to Maniwantiwan.
The chief’s wife put the necklace around her neck. Her eyes shone with
pleasure.
“Choose what land you want,” Marikudo said – “here on the seashore or over
there, farther inland beyond those hills.”
Datu Puti selected the land along the seashore. His followers were happy.
They began building their huts. The followers of Marikudo helped them.
Months passed. Datu Puti stayed with his men for a while. Then he grew
restless. He wanted to sail the sea again. He wanted to see what other islands lay to
Quarter 1 12
LET’S
LET’SDISCUSS
DISCUSS
the north and east of Panay.
One day he called his followers together. He told them to elect a chief datu, for
he was about to leave them. Datu Sumakwel was elected superior datub or ruler of
Panay. He was the oldest and wisest of the datus.
Datu Puti now helped his men divide the land into three kingdoms or sakop.
The first sakop was called Irong-irong, now known as Iloilo. Datu Paimburong was
made ruler of Irong-irong. The second sakop was called Aklan, at present Aklan and
Capiz. Datu Bangkawa became the first ruler of Aklan. The third sakop was called
Hantik, now known as Antique.
At last the day came when Datu Puti said good-bye to his people. They had
cleared the land. They had planted rice, camote, and other useful plants in their
colony. They were expecting a rich harvest. Datu Puti was satisfied.
When Datu Puti left Panay, only two datus went with him. The rest stayed
behind. Datu Puti sailed away in search of more adventure.
For several days the datus sailed. Their ships were driven by contrary winds.
They saw many islands. They kept sailing until they reached southern Luzon. They
landed along the Taal Lake region. The beauty of the country charmed the datus –
Taal Lake being so close to Taal Volcano. The Borneans, enchanted by so much
beauty around them, were determined to find colonies in the Taal region.
The colonies they founded in Panay spread to other Visayan islands. The
colonies in Luzon spread to Batangas, to Laguna de Bay region, and the to the Bicol
region. The Bornean datus brought a highly developed culture to our country and
exerted a great influence on our history. What would have happened if they had not
come?
Answer the following comprehension questions.
1. Who were the inhabitants in Panay where the Borneans landed?
______________________________________________________________
2. Who were the chiefs in Panay? Describe them.
______________________________________________________________
3. What were the gifts offered to Marikudo and Maniwantiwan? What was the
condition offered in exchange of the gifts offered?
______________________________________________________________
______________________________________________________________
Quarter 1 13
4. What did Marikudo do about the gifts and the condition of the Datu?
______________________________________________________________
5. How did the Borneans arrive in the country?
______________________________________________________________
6. If you were the chief of Panay island, would you do the same as what
Marikudo did?
______________________________________________________________
B. Literary Focus
1. Which characters continued significantly to the unfolding of the events in
the story? Explain your answer.
______________________________________________________________
______________________________________________________________
2. Who is telling the story? From whose point of view is the story told?
______________________________________________________________
______________________________________________________________
3. When did the events in the story about the salakot take place?
______________________________________________________________
______________________________________________________________
4. Describe the progression of the events in the story?
______________________________________________________________
______________________________________________________________
5. What is the main problem in the story? How is this problem resolved?
______________________________________________________________
______________________________________________________________
ELEMENTS OF A SHORT STORY
Quarter 1 14
In her book, A Handbook of Story Writing, Dr. Blanche Colton Williams
defined a short story as “a narrative artistically presenting characters in a struggle
or complication which has a definite outcome.”
A short story has the following Key elements:
Plot – It is the sequence of events in a story.
Setting – It refers to the time and place in which the events of a story take
place.
Characters – It refers to the direct or indirect subjects around whom the story
revolves.
Theme – It is the central idea or main message of the story.
Point of View – It refers to the perspective from which the story is told. A
story can be told from the perspective of a direct participant in the story (first-person
point of view, characterized by the use of the pronoun I) or from the perpective of an
observer (third-person point of view).
Directions: Arrange the event in order of occurrence.

A. ___________
1. The land along the seashore is bartered for a golden salakot and a
pearl necklace.
2. Colonies are founded in the Taal region.
3. Panay island is sighted.
4. Datu Puti and two other datus leave Panay island for Southern
Luzon.
B. ___________
1. The Bornean datus leave Borneo.
2. Datu Sumakwel is elected superior datu.
3. The Borneans land on Panay.
4. The Borneans are welcomed by the Ati chief.
C. ___________
1. Gifts are offered to the Ati.
2. The Bornean datus are ready to leave with their wives and slaves.
3. Panay island is divided into three parts, each ruled by a datu.
4. The Borneans started building their huts along the coast.
Quarter 1 15
LET’S
LET’SEXPLORE
EXPLORE
NOUNS
Nouns are names of people, places, or things. Nouns name things that can
be seen and touched as well as those that cannot be seen or touched.
Categories of Nouns Examples

People brother Neighbor Judge Gomez
Places town Luzon Philippines
Visible Things food chicken water
Ideas liberty equality love
Actions conviction reward reprimand
Conditions hunger poverty envy
Qualities cheerfulness laughter misery
KINDS OF NOUNS
Concrete Nouns are names of people, places or things that can be seen or
recognized through any of the five senses.
Examples:
 The boats were full of people.
 The rich clothes and ornaments worn by the datus and their wives.
Abstract Nouns name things that cannot be seen such as ideas, actions,
conditions, and qualities.
Examples:
 They looked at with surprise and admiration at the rich clothes and
ornaments of gold.
 Maniwantiwan looked with envy at the pearl necklaces of the women.
Collective Nouns are a special type of nouns that name groups of people or
things.
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Examples:
 The army assembled at the camp for the orientation.
 Our family will spend summer vacation in Boracay.
Common Nouns name any one of a class of people, places, or things.

Examples:
 The datus brought with them beautiful pots which they offered as gifts
to Marikudo.
 The chief’s wife put the necklace around her neck.
Proper Nouns name specific people, places, or things. They always begin
with capital letters.
Examples:
 Datu Puti willingly took off his own hat and offered it to Marikudo.
 The island where the Bornean datus landed was Panay.
 Filipinos are good both Filipino and English.
Common Nouns Proper Nouns
neighbor Judge Gomez, Datu Puti, Marikudo

bacon Purefoods, Swift’s, CDO
island Panay, Luzon, Boracay
language Filipino, English, Spanish
Compound Nouns are nouns that are made up of more than one word. These
are formed in three different ways.
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TYPES OF COMPOUND NOUNS
Separated Hyphenated Combined
trash bag sergeant-at-arms buttonhole
guardian angel self-control railway
Examples:
 An old toothless lady hawks betel-nut every day in the marketplace.
 One day, the chief-of-police asked my brother to deliver four gallons of
ice cream to the police station.
LET’S
LET’SCHECK
CHECK
A. Underline the noun in the sentence and label it as concrete, abstract, or

collective. Write the label on top of the noun.
1. A rich family lived in a big house next to ours.
2. Their wealth is seen in the rich aroma of the good food that wafted down to
us from their house.
3. Some days, the rich man looked at us from his windows with conviction.
4. We have always had good health because we went out in the sun every
day with our group.
5. Laughter was our only wealth.
B. Determine whether the given word is common noun or a proper noun. If the
given word is common, write a proper noun that falls into the same category. If the
given word is proper noun, write a common noun of the same category.
1. town ___________ ____________
2. Manuel ___________ ____________
3. Tagalog ___________ ____________
4. sea ___________ ____________
5. country ___________ ____________
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6. Atty. Francisco ___________ ____________
7. ham ___________ ____________
8. Maria Clara ___________ ____________
9. Mount Tala ___________ ____________
10. river ___________ ____________
LET’S
LET’SWRITE
WRITE
Follow the instructions carefully.

1. Write a sentence about one of your neighbors using one concrete noun and
one abstract noun.
2. Write a sentence about an island in the Philippines using a collective noun.
3. Write a sentence about a recent trip to a mall using a common noun and a
proper noun.
4. Write a sentence using three forms of compound nouns.
LET’S
LET’SDELIVER
DELIVER
Form a group of six members per group. Choose one comic strip to role play
in front of the class.
CONSIDERING YOUNGER GENERATION
Quarter 1 19
 Read sentences correctly with proper intonation pattern
 Identify the different types of short stories
 Discuss the message of the story
 Distinguish singular and plural subject and verb
 Write meaningful sentences ensuring the agreement between the
subject and the verb
LET’S
LET’SENUNCIATE
ENUNCIATE
DRILL:
The suspended intonation pattern is used for direct address and for
enumeration. Read the following sentences below emphasizing the suspended
intonation pattern for direct address.
1. Good morning, Ms. Tilde.
2. Good morning, Mr. Soriano.
3. Miss De Jose, I’m glad to see you.
4. I’m happy to meet you. Mr. Mamansag.
5. Mrs. Leones, I’m pleased to meet you.
6. Good afternoon, Erlinda.
7. Good evening, Pilar.
8. Good night, everybody.
9. You’re looking fine, Carlos.
10. You’re doing well, Anita.
Read the following sentences below emphasizing the suspended intonation

pattern for enumeration.
1. I went to the grocery to buy a pound of butter, some vegetables, and some
jam.
2. We saw Elsa, Linda, and Tony.
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3. Did you see her, visit her, or write to her?
4. Do you have a pen, a pencil, and a ballpen?
5. I read a story, a poem, and an essay.
6. Can you write to me or Dindo or Lino?
7. Please give me some chicos, some bananas, and some strawberries.
8. They visited Rome, Paris, and London.
9. I can’t find Larry, Betty, or Nora.
10. Give me an orange, an apple, and a bunch of grapes.
LET’S
LET’SDIVE
DIVEIN
IN
Choose from the list given below the word that best fits each numbered item.
heirloom nimble austere gleeful
Koran simultaneously mosque
1. She is singing and playing the guitar __________.
2. ___________ children laughing at play make me happy too.
3. This is an _________ handed down from my great-grandmother.
4. The children are afraid of ___________ looking man.
5. __________ of foot, the children were running on the narrow bridge.
6. The church is to a Christian what the ___________ is to a Muslim.
7. The Bible is to Christians what the ___________ is to Muslims.
8. Eating and sleeping ___________ is not possible.
9. It’s better to be __________ than to be sad.
10. She embroiders her handkerchief with __________ fingers.
LET’S
LET’SDISCOVER
DISCOVER
Quarter 1 21
Down in the southernmost part of the Philippines lies the Sulu Archipelago.
This is the home of the Sulus. How would you like to know more about the little
Sulus?
Read the selection of one young Sulu talking about himself.
THE SULUS
Nora Mercado
I am Salih and I am a Tausug. I am twelve years old and in the first year. I
live with my father. Panglima Usman, and my mother, Sitti Amina. I have a little
sister, Jahara, ten years old, and a kid brother. Ali, who is seven.
Our house is not like other houses elsewhere in the Philippines. It is built on
the water like the other houses in a block called Tinda Laud. There are hundreds of
these houses in my neighborhood and children like me live in them. We all love the
sea and we learn to swim very well at an early age. Many Filipino swimmers of
Olympic fame are Sulus, you know.
These houses are linked together by narrow bridges that serve as streets for
us. Constant use of them have made our feet nimble and sure as we run and play on
them. We love to visit our friends through these little bridges. Sometimes there is a
gleeful shout when one of us falls into the sea and is fished out.
My father is a panglima. This title is bestowed on him by royal mandate. So he
is the headman not only for our family but also of the entire village. He has many
duties, among which are performing marriages, setting disputes in the Agama
Courts, acting as chief priest in various ceremonies, and many others besides. This
is the reason why he looks so austere. But we all love him and we know that deep in
his heart he is just like other fathers, loving and proud of their children.
My mother, on the other hand, is a very friendly person. Like other Moro
mothers, she is deeply religious. She possesses great charm and rare beauty. She is
the only daughter of Hadji Ahmad, my late grandfather. He too was a headman, so
my mother’s training as a girl is of great use to her now that she is the wife of a
panglima. She helps father by attending to the personal needs and problems of the
other Moro women. She teaches Moro boys and girls to read the Koran. My sister
Jahara resembles my mother very much, while Ali and I look like our father.
Have you ever seen a picture of a Sulu in full attire? He looks like very colorful,
doesn’t he? I dress in the same way. On special occasions like weddings, baptisms,
and religious festivals, we were more colorful and expensive clothes than ordinary.
For such affairs we wear clothes made of the finest silk and decorated with gold
buttons. Our girls wear intricately embroidered sarongs that can cost several
hundred pesos. These beautiful sarongs are sometimes family heirlooms which are
kept in camphor boxes. I often have seen my mother sprinkling into their folds sweet-
smelling leaves each time she stores them. This does not only preserve them but
leaves on them s delicate scent. Besides these, we also wear beautiful handwoven
Quarter 1 22
sarongs and neckerchiefs. They come in all colors that delight the heart. The batik,
which is imported from Borneo by the hundreds, is becoming more and more popular
with the younger set. It is not only easier to wear but it is also cheaper.
Two that have influenced our manner of dressing are the Chinese and the
Indonesians. The Blouse, short at the body and tight at the sleeves, and the
pantaloons, loose and long, are typical of the Chinese.
On the other hand, the loose kimono-like sablay and the batik sarong and the
long, flowing silk stole are Indonesian. This latter outfit is the more popular,
especially among the working people. We boys and girls of school age are adopting
more of the Western way of dressing because it is cheaper and easier to wear.
My house, like all other Moro houses, is built differently from other Philippine
houses. The roof is low and made of either coconut or nipa shingles. In most of the
native homes there is no furniture – no chairs or tables. Instead we spread mats or
carpets on the floor for our guests to sit on. We use cooper trays with stands instead
of dining tables. We sleep on thick cushions instead of beds. Like our clothes, our
bedding is colorful, especially our tapestry. The more educated among us have
homes, patterned after and furnished like American homes.
The Sulu archipelago is a province composed of hundreds of little islands.
Except in Jolo, the easiest means of transportation is the vinta or the kumpit. In
prewar days the sailors had to depend entirely on the wind, but now almost all of
these native boats have powerful engines, Sandakan, in Borneo, can now be
reached in a day or two. During vacations my cousins and I go to Sandakan with our
uncles who go ther on business. Our people have been trading with these Malays for
hundreds of years. In fact most of the natives make a living by trading not only within
the Visayan group but also with the neighboring Malay states.
There are many customs in our place which are different from those in the
other parts of the Philippines. I am a Muslim, so my food, habits and manner of
worship are not like those of my Christian brothers. I can eat only foods cooked in
vegetable oil because pork and lard are strictly forbidden. I eat meat from a goat,
sheep, or a cow and fowls, only when the animals are slaughtered with the
necessary ceremonial rites. The blood and the vitals of these animals are also
forbidden. With all the seafood, fruits, and vegetables with which Jolo abounds, I
grow healthy and strong like other children. The oldest son in a Muslim family is heir
to his father’s possessions and his various duties. For this reason he is given a more
strict training than his younger brothers or sisters. But all of us have to learn to raed
the Koran very well. this is not hard since it is our mother who is our teacher. We
read our Koran lessons during the hours before our classes in the public schools. I
have just finished reading the Koran and was allowed to take part in the Pagam-mat
or graduation ceremony. This was held simultaneously with my baptism last April.
This month coincided with the Muslim month of Ramadan – time for fasting,
devotion, and thanksgiving for the faithful all over the Muslim world. As a devout
Muslim I never miss to pray five times a day and to go to a mosque on Fridays.
We have many fruits here in Jolo which are not found elsewhere in the
Philippine. The durian is an ugly-looking spiny thing on the outside but its meat is
Quarter 1 23
very delicious. The durian tree grows very tall, with only a few branches at the top.
But it is no problem for us to gather its fruit. When it is ripe and ready to be eaten, it
just drops of its own sweet accord. Ali and I go out early in the morning and gather
the fruit. We easily know where to look for it because when it is fully ripe it gives off a
very strong pungent odor. It is this odor that keeps some people, especially the
nonnatives, from eating the delicious fruit. I love to eat the durian’s fleshy meat
mixed with pinipig to which coconut milk has been added. It’s not only sweet but also
very nutritious. Unlike the durian, the mangosteen grows slow and its fruit grows in
clusters. The skin in deep purple-brown when ripe. Like the santol, its meat covers
the seeds. Its flavor is so delicious that you do not want to stop eating it once you
start. There are others like the marang, the wannie, which is a kind of mango, and of
course the lanzones. One peculiar thing about the trees that bear these fruits is that
they just grow without anyone planting them.
LET’S
LET’SDISCUSS
DISCUSS
Answer the following questions:

1. Describe the house owned by Salih’s family.
______________________________________________________________
2. What is panglima? Describe its nature, duties, and responsibilities.
____________________________________________________________
_____________________________________________________________
3. Describe the mother of Salih, Hadji Ahmad. Being the wife of a panglima,
how she was help her husband as headman?
_____________________________________________________________
_____________________________________________________________
4. Describe the Sulus full attire and their clothes on special occasions.
_____________________________________________________________
_____________________________________________________________
5. What are the forbidden foods of the Muslims? Explain the reason why they
are forbidden.
Quarter 1 24
_____________________________________________________________
_____________________________________________________________
6. What do they do to the oldest son as the heir to his father’s possessions
and duties?
_____________________________________________________________
_____________________________________________________________
B. Literary Focus
Choose a country you want to compare the Philippines in terms of faith,
customs and traditions, and natural resources. Use Venn Diagram to show the
similarities and differences of each country.
SETTING
Setting tells about the time and place in which the events of a story take
place. it also helps establish the mood of the story.
Two of the most common kinds of setting are integral setting and backdrop
setting.
Quarter 1 25
 Integral Setting is specific and shows most of the scenes in the story. This
type of setting is fully described in both time and place. it is usually found in
historical fiction.
Example:
Massive destructions in the walls of Intramuros had taken place in the
1940’s. The entire sky of Manila turned gray as dead bodies were found on
the ground…
 Backdrop Setting uses distinct visuals that appeal to the audience.

However, this kind of setting is less significant to the plot of the story. It is not
described in great detail and is often nonspecific; it does not denote any
specific time or period. This setting is usually used in fairy tales.
Example:
In a faraway land, there lives a witch in a cottage in the deep woods…
Once upon a time there was a great land that had a generous king…
Task 1:
Can you illustrate the setting of the story? Find pictures that will help you
visualize the setting which may possibly be close to the setting imagined by the
author. Highlight the supporting statements in the selection that helped you make a
mental picture of the selection. Then determine if the selection “The Sulus” shows
integral setting or backdrop setting. Explain your answer.
LET’S
LET’SEXPLORE
EXPLORE
SUBJECT – VERB AGREEMENT
Quarter 1 26
THE NUMBERS
Nouns and pronouns (words that take the place of nouns) may be singular or
plural. Here are some examples of singular and plural nouns and pronouns.
Singular Plural
father fathers
house houses
swimmer swimmers
him them
I we
Verbs also have singular or plural numbers.

Singular Plural
is are
does do
was were
resembles resemble
To make sure the subject agrees with the verb, remember the following:
1. Singular subjects need singular verbs; plural subjects need plural verbs.
Examples:
 We learn to swim very well at an early age.
 He looks so austere.
 The durian tree grows very tall.
 She teaches Moro boys and girls to read the Koran.
 Beautiful sarongs are sometimes family heirlooms.
 I go to Sandakan with our uncles.
 We have many fruits here in Sulu.
The following verbs are generally used in the contracted form.
Singular Plural
is not – isn’t are not – aren’t
Quarter 1 27
was not – wasn’t were not – weren’t
does not – doesn’t do not – don’t
has not – hasn’t have not – haven’t
here is – here’s
there is – there’s
If contractions like these are used in sentences, the verb agrees in number
with the subject.
Examples:
 The ilang-ilang isn’t a vine.
 It doesn’t grow in cold countries.
 The durian tree hasn’t begun to bloom.
 The mango tree hasn’t begun to blossom.
 The farmers don’t forget to smudge them.
2. The verb should still agree with the subject even when it is modified by an
of-phrase. The of-phrase comes after the subject. The noun or pronoun coming after
of is generally not the true subject of the verb.
Examples:
 We boys and girls of school age are adopting more of the Western way
of dressing.
 The flight of swallows is very low.
 Talk of huge mosquitoes doesn’t frighten me at all.
 Problems of irrigation affect our rice production.
LET’S
LET’SCHECK
CHECK
Write the correct form of the verbs in parenthesis. Encircle your answer.
1. Most people (visit) ____________ Jolo.
Quarter 1 28
2. They (like) _________ its breathtaking views.
3. They (call) __________ Palawan the country’s best natural frontier.
4. The children (enjoy) __________ this paradise.
5. The leader (decide) __________ on matters affecting the organization
6. The group of choir directors (be) _____ directly responsible for the delay.
7. The goose (cross) ________ the creek every rainy season.
8. The owner of the house and host (welcome) ________ visitors at the
garden.
9-10. Flowers (abound) ________ in this garden from where the butterflies
(flutter) ___________ around.
LET’S
LET’SWRITE
WRITE
Answer the following questions in five sentences or more. Observe the rules
in subject – verb agreement.
What are the things you should be proud of in your community/area?

Cite two and then elaborate them.
LET’S
LET’SDELIVER
DELIVER
Write a commentary of any topic based on your observation and experiences

in life. Here are some tips to consider in writing a commentary: determine the
Quarter 1 29
purpose and goal of the commentary; remember that a summary or a description is
not a commentary; pay close attention to the important points of the writing; read
other commentaries to gain more perspective about the subject; and use clear and
concise language.
Teacher III, UBNHS

RESTORING ONE’S HERITAGE

 Determine the theme of a story
Quarter 1 30
 Observe correct subject-verb agreement
 Identify basic features and kinds of paragraph
 Distinguish the literary devices used
LET’S
LET’SENUNCIATE
ENUNCIATE
DRILL:
When we speak of emphasis in English, we mean the prominence or
importance we give to certain syllables. Emphasis is more commonly called stress.
Below are sets of words indicating where the stress falls. Pronounce the words
correctly.
A. Put stress on the first syllable and pronounce each word correctly.
forward famous effort doctor
pavement method cupboard nature
center hopeful pencil reasonable
B. Put stress on the second syllable and pronounce each word correctly.
requested original umbrella horizon
relentless together attraction accountant
acquaintance about select perform
C. Put stress on the third syllable and pronounce each word correctly.
volunteer manufacture apparatus photosynthesis
correspond departmental elementary propaganda
beneficiary opportunity undertake parliamentary
C. Put stress on the fourth syllable and pronounce each word correctly.
misrepresent accommodation contemporary prevarication
superimpose authoritarian pronunciation extemporaneous
misunderstand alliteration temperamental socialization
Quarter 1
LET’S
LET’SDIVE
DIVEIN
IN 31
How can you describe Filipino culture? What makes it unique? What are its
distinct features? How can we preserve our traditions, beliefs, and customs?
What idea comes into your mind when we say “Filipino Culture”?
Filipino
Culture
LET’S
LET’SDISCOVER
DISCOVER
Choose a word from the box that will best complete each sentence.
muttering pungent smattering sanity demurred
1. She was branded by her neighbors with a loud and _____ name.
2. When she learned a _______ of English, her ways changed.
3. He saw that the lady was ______ by many because of her arrogance.
4. I heard the crowd of old ladies _______ about her.
5. Her ______ was tested after the unpleasant incident.
The following selection was written by Juan Crisostomo Soto, one of the
prominent Kapampangan dramatists and fictionists during the American period.
Read on and find out how the main character shows American influence in our
culture.
This Miss Phathupats

By Juan Crisostomo Soto
(Translated by Lourdes H. Vidal)
Quarter 1 32
Miss Yeyeng was an overly make-up lady. People were saying, her parents
were born in one corner of Pampanga in the smallest town there. Because of this,
Miss Yeyeng who was Filipina from head to foot even to the ends of her hair was
Capampangan, too.
Her people, because they were poor, were mostly vendors like Miss Yeyeng
who was often seen carrying guinatan or bichu-bicho on her head, walking to the
gambling houses. For a long while there were no surprises in the life of this miss.
The revolution died down. The American Military Government opened
schools and chose some of their men to teach there. Meanwhile Miss Yeyeng….she
was still Yeyeng then without the “miss,” had a regular customer among the teacher-
soldiers. He persuaded Miss Yeyeng to study in the school where he taught so they
could understand each other better. When they spoke to each other, the soldier had
used English to Miss Yeyeng’s Capampangan. So she tried hard to study in the
school.
After a few months Miss Yeyeng was speaking in English and after eight
months with the help of the teacher-soldier, she went to a town where she became a
teacher.
As a teacher she was respected by her pupils for they saw she knew more
English than they.
Time flew like this: Miss Yeyeng stopped speaking Capampangan which she
claimed to have forgotten. Since the language was hard, her tongue fumbled and
she lisped badly in pronouncing the words. The crowd who recognized her speaking
winked at one another. They changed her name and branded her with the loud and
pungent “Miss Phathupats,” a name describing her wide waist which she vainly
restrained with a tight corset so that she looked like an elongated, tightly wrapped
suman.
From then on the name stuck, and people eventually forgot “Yeyeng” her
sweet nickname. The name “Phathupats” came in current use.
Before long the Capampangan newspaper Ing Emangabiran came out in
Bacolor. At the fiesta on the town of X, which Miss Phathupats attended, the said
newspaper was being read. This miss approached a group of readers, but when she
saw what they were reading she pouted a bit, shook her head and said:
“I do not understand Pampango,” in Spanish

“I do not understand Spanish, Miss,” a rouge countered, aping her intonation.
Those in the gathering smiled, but being educated, demurred so the pretty
miss would not notice. But she, suspecting that they were deriding her, went on and
said;
“Actually I have a hard time speaking Capampangan especially when I

have to read the text.”
In the short sentence she had used the current words in the dictionaries in
English, Spanish, and Tagalog slang which she muddled together. The listeners
could not help themselves so they laughed aloud.
Miss Phathupats got mad and confronted the people laughing and said:
“Why the reading?”
Quarter 1 33
“Because of your gobbledegock, Miss,” was the first answer.
The laughter of the listeners grew louder and Miss Phathupats’ blood pressure
rose higher.
One of them said:
“Do not wonder why this Miss does not understand Capampangan. First, she
has long been associating with American soldiers, and secondly she is not
Capampangan anymore. Proof of this is her name Miss Phathupats.”
Everything now broke loose. With the loud explosion the sanity of Miss
Phathupats burst and from her mouth came out all the overflowing fire and brimstone
of Vesuvius and all the dirty words in Capampangan she spat out in a ball from her
fiery mouth.
“Shameless, thief, murder, son of…..,” she said in Capampangan.
“Now! She is really Capampangan,” said one quick to react.
“Yes, don’t you know,” said another who knew her well, “she is the daughter of
Old Stone-deaf Godiung, my barriomate.”
The gathering burst out laughing. Miss Phathupats started crying and in wiping
her falling tears, her thick face powder came off. On her face appeared her true
color, darker than the duhat. The spectators laughed louder when they saw this and
said:
“Why, she is truly dark.”

“Yes, she is an American Negro.” Shouts, applause, laughter rose then. Miss
Phathupats reached the end of her rope. She staggered out into the street and said:
“I will never visit this house again.”

“F a r e w e l l, M i s s –w h o- d o e s-n o t-k n o w- Capampangan.”
“Farewell, Miss Alice Roosevelt.”
“Farewell, Miss Phathupats.”
The crowd feasted on her this way. And the poor Yeyeng left muttering, with her
tail between her legs. So many are the Miss Phathupats nowadays who do not know
Capampangan, or feel ashamed to use the language once they learn to speak a
smattering of English.
LET’S
LET’SDISCUSS
DISCUSS
Quarter 1 34
A. Answer the following questions.
1. Compare and contrast Yeyeng and Miss Phathupats.
____________________________________________________________
2. What does “Phathupats” mean? How did Yeyeng become Miss
Phathupats?
____________________________________________________________
3. How did people react to Miss Phathupats?
____________________________________________________________
4. What do the people’s reactions tell you about society’s attitude toward
people like Miss Phathuppats?
____________________________________________________________
5. If you were one of Miss Phathupats’ barrio mates, how would you react to
her attitude toward the Kapampangan language? Explain your answer.
____________________________________________________________
6. Who do you think Miss Phathupats represents in our society? Elaborate
your answer.
____________________________________________________________
B. Literary Focus
Analyze the questions carefully and answer them concisely.
1. What is the central topic of the story “This Miss Phathupats?
____________________________________________________________
2. What details in the story support the central topic?
____________________________________________________________
3. How important is a central topic in a piece of writing? Explain.

____________________________________________________________
THEME
In contemporary literature, theme is the central idea or topic of the story. It
tells about the subject of the story by giving vivid details about it. The theme is very
significant in literature because it is the heart and soul of any artistic work. It tells
Quarter 1 35
about the realities behind pressing social issues. It reaches the readers important
lessons, especially through the characters in the story.
To determine the theme of a story, consider the following pointers:
1. Look closely into the details by understanding the characters.
2. Identify the conflict.
3. Determine how the conflict is resolved.
4. Make a generalization about the story.
Determine the theme of the selection “This Miss Phathupats” using the
above-mentioned pointers.
Details:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Conflict:
______________________________________________________________
______________________________________________________________
______________________________________________________________
How the conflict was resolved?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Generalization:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Why do you think the author thought of writing a story with such a theme?
____________________________________________________________
What could be his goal in writing the piece?
____________________________________________________________
Quarter 1 36
LET’S
LET’SEXPLORE
EXPLORE
Subject and Verb Agreement

In writing sentences, the verb must agree with the subject of the sentence in
number. Usually the subject of the sentence is either noun or pronoun. Notice the
subject and its number which determines the correct form of the verb. Take note of
the auxiliary verbs used based on the number of the subject.
Examples:
Miss Yeyeng was an overly make-up lady.
Her parents were born in one corner of Pampanga in the smallest town there.
After a few months Miss Yeyeng was speaking in English.
She has long been associating with American soldiers.
Proof of this is her name Miss Phathupats.
Many are the Miss Phathupats nowadays who do not know Capampangan.
When a main verb is used in the sentences, there two forms: -s form when the
subject is singular, and base form when the subject is plural.
Examples:
This Miss does not understand Capampangan.
They feel ashamed to use the language.
They learn to speak a smattering of English.
LET’S
LET’SCHECK
CHECK
A. Directions: Fill in the correct form of the verb that agree with the subject.
(be) 1. The children ____ taught by Yeyeng how to speak in English.
Quarter 1 37
(be) 2. The importance of loving one’s own language ____ emphasized by
the president.
(remind) 3. Miss Phathupats’ example _______ me of honesty.
(be) 4. The students _____ guided by their teacher in learning the new
language.
(teach) 5. Yeyeng _______ her students to read more books.
(understand) 6. Miss Phathupats _________ Pampango.
(speak) 7. She _______ English.
(be) 8. Some American soldiers _______ chosen to teach in remote towns.
(recognize) 9. The crowd ________ Yeyeng when they heard her speaking.
(be) 10. English and Filipino _______ used in the Philippines.
B. Directions: Write two sentences showing the singular and plural forms of
each item below.
1. follow
____________________________________________________________
____________________________________________________________
2. admire
____________________________________________________________
____________________________________________________________
3. try
____________________________________________________________
____________________________________________________________
4. have
____________________________________________________________
____________________________________________________________
5. be
____________________________________________________________
____________________________________________________________
LET’S
LET’SWRITE
WRITE
Quarter 1 38
UNDERSTANDING PARAGRAPHS
A paragraph is a group of related sentences that explain or develop one main
idea or thought. It is composed of three types of sentences: the topic sentence, the
supporting sentences, and the closing sentence.
The topic sentence states the main idea of the paragraph. It usually appears
in the beginning of the paragraph but for variety, the topic sentence can also be in
the middle or at the end of the paragraph.
Characteristics of a good topic sentence:
1. States the main idea of the paragraph
2. Suggests the purpose of the paragraph
3. Grabs the attention of the reader
4. Provides direction and focus for writing
Just like pillars that hold up the roof, supporting sentences hold up and
develop the main idea by providing additional information. Supporting sentences
help the readers understand better what the main idea is all about.
Kinds of supporting information:
1. Concrete examples
2. Specific details
3. Verifiable facts
4. Logical reasons
5. Descriptions and anecdotes
6. Expert opinions and analysis
7. Quotations from the text
For some paragraphs, the closing sentence is the main idea. For most
paragraphs, however, the closing sentence restates the main idea for emphasis,
sums up the information presented, or offers a conclusion.
Study the paragraph below. Read the topic sentence and notice how the
succeeding supporting details develop a concrete thing into a reflection about life.
Notice also how the closing sentence concludes the writer’s idea.
Quarter 1 39
Topic Sentence Colored pencils are exciting. Particularly
the kind of writers red at one end and
Supporting blue at the other. Because I like the red
information include better than blue, I use the blue as often
concrete examples as I can in the beginning, so that I can
and incidents. It use more red later. A harmless little
gradually relates the deception. But sometimes I use the red
literal colored pencil “just because.” Putting off fun now so
to one’s attitude in you can have more fun later always
life. seems like a good idea to the very
young, who have not known that heaven
Closing sentence and hell can exist together on earth. Life
offers a conclusion soon knocks out the notion off them and
about one’s use of they switch from red to blue and back
colored pencil and according to need, and according to
one’s attitude mood.
towards life.
-from “On a Pencil” by Lydia Arguilla
Task 1: Improve the topic sentence and closing sentence of the given paragraph.
Rewrite it below.
I think that it is important for each of us to carry an

umbrella, spray, or any pointed object that we can call use
for our protection wherever we go. Because these objects
are handy, it is advisable to carry them all the time. Also,
these objects can easily be accessed whenever the need
arises. Most important of all, each of us should know how
we can manipulate these objects to be used as protective
devices.
________________________________________________________
_____________________________________________________________
_____________________________________________________________
__________________.
Task 2: Construct your own paragraph about “The Filipinos before and the
Filipinos nowadays.” Observe correct subject and verb agreement.
________________________________________________________
_____________________________________________________________
_____________________________________________________________
__________________.
Quarter 1 40
LET’S
LET’SDELIVER
DELIVER
Group yourselves into five (5). Pretend that you are contestants in an amateur
photography competition. Each group is tasked to create a photo-essay with cultural
preservation as theme. Refer to any Websites to find out what photo-essay is and
how it is done.
REMEMBERING OUR CULTURAL HERITAGE

 Distinguish specific vowel sounds
Quarter 1 41
 Use phrases in sentences correctly
 Interpret the poem correctly
 Explain the literary devices used
 Determine appropriate idioms to complete sentences
LET’S
LET’SENUNCIATE
ENUNCIATE
DRILL:
Pronounce the following words showing the difference between [ↄ] as in call
and [o] as in coal.
1. chalk – choke 6. ball – bowl

2. called – cold 7. low – law
3. lawn – lone 8. role – roll
4. so – saw 9. boat – bought
5. coat – caught 10. row – raw
Read these phrases and use them in sentences.

1. saw the boat 11. show a hoe
2. sold and comb 12. fought his foe
3. basket of coal 13. bought a low bench
4. a lost soul 14. sought flowing water
5. hold and fold 15. crossed a moat
6. fought and lost 16. spoke in a low tone
7. bought and sold 17. all her bones
8. taught on the lawn 18. stole her stall
9. hold the chalk 19. know the low
10. caught the ball 20. throw a hoe
Quarter 1 LET’S
LET’SDIVE
DIVEIN
IN
42
Match the words in column A with its synonyms in column B. Identify the word
which has the deeper meaning and tell why you say so.
A B
1. house a. smash
2. mother b. whisper
3. say c. bang
4. close d. mama
5. break e. home
6. touch f. leap
7. think g. concentrate
8. write h. meditate
9. study i. compose
10. jump j. caress
11. speak k. squat
12. talk l. giggle
13. laugh m. smirk
14. smile n. gossip
15. sit o. orate
16. cry p. elegant
17. book q. scribble
18. write r. charming
19. cute s. textbook
20. rich t. sob
LET’S
LET’SDISCOVER
DISCOVER
The love of parents for their children is a strong trait among Filipinos, and, as
is true in the Orient, generally the son is particularly dear to his mother. The poem
Quarter 1 43
which follows relates how forgiving and how forgiving and how great the love of a
mother is for her son although he has hurt her very much.
Ballad of a Mother's Heart

by Jose La Villa Tierra
The night was dark, for the moon was young

And the stars were asleep and rare;
The clouds were thick, yet Youth went out
To see his Maiden fair.
'Dear One, he pleaded as he knelt

Before her feet, in tears,
'My love is true; why have you kept
Me waiting all these years?
The maiden looked at him unmoved,

It seemed, and whispered low:
'Persistent Youth, you have to prove
By deeds your love is true.’
'There's not a thing I would not do

For you, Beloved,' said he.
'Then go,' said she, 'to your mother dears
And bring her heart to me.'
Without another word, Youth left

And went to his mother dear,
And opened her breast and took her heart.
He did not shed a tear!
Then back to his Maiden fair he ran,

Unmindful of the rain;
Bus his feet slipped and down he fell
And load he groaned with pain.
Still in his hand he held the prize

That would win his Maiden's hand;
And he thought of his mother dear
So kind, so sweet, so fond.
And then he heard a voice, not from
Quarter 1 44
His lips but all apart:
'Get up,' it said; 'were you hurt, Child?'
It was his mother's heart.
LET’S
LET’SDISCUSS
DISCUSS
A. Comprehension questions
Answer the following questions briefly and concisely.
1. What kind of a night is described in the first stanza?
______________________________________________________________
2. Describe the young man as a suitor.
______________________________________________________________
3. What did the maiden ask of the young man to prove his love for her?
______________________________________________________________
4. What lines tell you of the young man’s thoughts about his mother?
______________________________________________________________
5. What line tells you of a mother’s great love for her child?
______________________________________________________________
B. Literary Focus
Analyze the questions carefully and answer them concisely.
1. What is the purpose of the author in writing the selection? What thought
does he want to communicate?
___________________________________________________________
2. Can one cause his/her mother’s death without actually killing her? How?
___________________________________________________________
3. Did the girl evidently dislike the young man’s mother?
___________________________________________________________
4. Do you think the man will be happy if he marries the girl? Justify your
answer.
Quarter 1 45
___________________________________________________________
5. The poem says that the man opened his mother’s breast and took her heart
out. We have learned that he might not actually have done so. The poet is using
symbolism. The knife means unkindness. What might the heart symbolize? What
could the voice symbolize? What does the dark night symbolize?
___________________________________________________________
___________________________________________________________
___________________________________________________________
THE POEM
Poetry is written in a special way. The words in poems are no different from
the words used in normal conversation. They are the same words, but they are used
in a different way.
Anyone who loves beauty in any form is an artist and, at heart, a poet. Beauty
in nature, in human beings, or in animals lies all around us, continually calling our
attention. Beauty of character, of deeds, of thoughts are wonderful things. But it is
always possible to see these easily. Often our eyes see only physical things. then
the artist or poet comes along and show us what makes life worthwhile.
Some think some poems are hard to understand. That’s probably because
they have not read much poetry or they have really tried to understand poems. There
are poems for all ages – for young boys and girls and for older people.
When we study poems, we should consider what the poet is trying to say and
how he/she says it. Poetry, like all art, is for communication. The poet has something
to tell us and he/she tries to do this as effectively as he/she can. If some poems are
hard to understand, it is probably because what the poet is trying to say is inherently
difficult, or he/she has not mastered his/her medium, or he/she might be
experimenting with style.
Sense in a Poem
The first thing to consider in a poem is subject matter. The second element
is form. The poem comes into existence because of the union between substance
and form – the coming together of a particular subject and the expression that the
subject assumes in the mind of the poet.
Tone Color or Mood in a Poem
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A poem is said to be only one-fifth music. Poetry enchants us by casting over
us the spell of its melody. Because of this, a poem develops tone color. This tone
may be lively, solemn, or languorous. Some poems are grand and hunting; others
are sweet and slow; still others are mournful like lamentations.
The dominant tone of a poem is produced by vowel and consonant values; it
is enhanced by a combination of accented and unaccented syllables.
Some sounds, regardless of meaning, are pleasant; some sounds are
unpleasant, irritating. The sound of the wind murmuring among the leaves is
pleasant; the sound of the banging of a door is unpleasant; the sound of a leaking
faucet is irritating. Can you name of other sounds that are pleasant? unpleasant?
Irritating?
Words have character that depends that depends on the weaving together of
meaning, accent, and vowel and consonant sounds.
Task: Read following poems, pay attention to the meaning expressed in each
line. There are questions found after each poem to guide you in studying.
I. THE SAMPAGUITA
By Natividad Marquez
Little sampaguita
With the wóndering éye,
Did a tiny fáiry
Dróp you where you lie?
In the witching hóur

Of the trópic night,
Did a cáreless moonbeam
Léave you in its flight?
1. Which sampaguita do you like better: the simple one or the compound one?
2. Why does the author say that the sampaguita has a wondering eye?
3. Why should the fairy be “tiny”?
II. THE NAUGHTY WIND

By Salud R. Paz
Sómetimes you áre so gentle,

Sómetimes you áre so wild,
Sómetimes you táke me by surprise
Júst like a náughty child.
I líke you bést in súmmer,

But nót on a ráiny dáy,
Quarter 1 47
For thén you áre so pláyful,
You blow all thíngs awáy.
1. Why does the speaker of the poem call the wind naughty? Why does he
call it playful?
2. Describe the circumstances under which you would apply these phrases to
the wind:
a. gentle wind
b. wild wind
c. wind on a rainy day
d. whirlwind
e. fitful wind
f. steady wind
g. whistling wind
3. Why did the speaker compare the “wind” to a “child”?
III. SOOTHING AS NIGHT WINDS ARE

By Salvador B. Espinas
Lóve is gentle, lóve is quiet

Like ány distant stár;
Lóve is beaúty, lóve is músic
Soóthing as night winds áre.
Lóve is pátient and unsélfish,

Divíne, trúe, neútral fáir –
Lóve is ágeless and immórtal,
Lóst lóve is júst somewhére.
And the héart that lóve abándons,

Núrses a ténder scár;
Sóftly stábbing, ánd yet sweétly
Sóothing as níght winds áre.
1. What characteristics of love are mentioned in the poem?

2. For whom or between whom can each type of love be?
3. Why “soothing” is compared to “night winds”?
LET’S
LET’SEXPLORE
EXPLORE
IDIOMS
An idiom is a group of words with a special meaning which is different from
the meanings of the individual words. For example ‘spill and the beans’ has to do
Quarter 1 48
with beans or spilling them, but means “tell a secret, news or other piece of
information before one should”.
An idiom is usually introduced by a noun, a verb or a preposition.
Examples Meaning
get to the bottom of: *find the cause of or solution to a
puzzling situation
give the thumbs up: *make a statement or give a gesture that
expresses acceptance or approval
put out feelers: *discover first thoughts and reactions to a
plan
at a premium: *having a special value or importance
by the sweat of one’s brow: *through hard work and great effort
from the cradle to the grave: *throughout one’s whole life
the talk of the town: *something that is the subject of great local
interest
a Trojan horse: *a disguised means of introducing
something harmful
loose talk: *careless statements, gossip, etc. about
people or affairs
poles apart: *completely dissimilar
LET’S
LET’SCHECK
CHECK
Study the meaning of the idioms below and then complete the following
sentences with these idioms. Make changes to the verb form and pronouns where
applicable.
Quarter 1 49
a. keep up with the times: *adapt one’s way of life to be modern, not
old-fashioned
b. put on airs: *behave in a way which makes one seems

better or more important than other people
c. put on hold: *delay doing or starting something
d. upset the apple cart: *do something that spoils carefully made
plans
e. take the rap: *accept the blame and / or punishment for a

mistake, crime, etc.
f. take issue with: *disagree with
g. skate on thin ice: *be in a difficult, risky an uncertain situation
h. keep up appearances: *continue to present an unchanged

appearance in public
i. pull strings: *manipulate other people to obtain an

advantage
j. bide one’s time: *wait for a good opportunity or suitable

occasion to do something
k. bite off more than can chew: *try or agree to do more than a person is
able to
l. burn one’s finger: *suffer harm or financial loss through being
too rash, trusting or optimistic
m. curry favor: *try to win someone’s approval so that one

may gain some advantage for oneself
n. cut no ice: *not impress or influence a particular person

or group
1. Being a man of principle, Mr. Benito does not believe in __________ to get
things done.
2. Save your breath. Whatever you say will ____________ with him.
3. When Jimmy agreed to take on the task all by himself, little did he release
that he had ____________.
4. For the moment James is lying low, ____________ to take revenge on his
enemy.
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5. He tried to get into his boss’ good books by ____________.
6. A lot of people _____________ when they speculated in the stock market
shortly before the financial crisis.
7. It is not easy for an elderly person to ___________, especially when he or
she is illiterate.
8. The mega project will be ___________ until the financial crisis is over.
9. Since his return from overseas, Roland has been ___________ to impress
his friends and neighbors.
10. The new manager ___________ when he abolished many of the time-
honored practices of the company.
11. One would be wise not to _____________ the crafty politician’s promises.
12. Whenever the corrupt official made a mistake, some of his subordinates
would ___________ for him.
13. You would be ____________ if you question him too closely about the
source of his wealth.
14. Some members of the committee __________ the chairman for increasing
membership fee.
15. Dennis and Nora’s marriage was breaking up, but they were able to
___________ in front of friends and relatives.
LET’S
LET’SWRITE
WRITE
Construct 10 idiomatic expressions and use each in a sentence correctly.

Underline the idiom used.
Quarter 1 51
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9. ___________________________________________________________
10. __________________________________________________________
LET’S
LET’SDELIVER
DELIVER
Group yourselves into 3 groups. Each will read the 3 poems aloud as marked,
bringing out the sentence stresses by tapping gently on the desk/table.
After reading, choose two representatives to interpret the poems.
I. THE SAMPAGUITA
By Natividad Marquez
Little sampaguita
With the wóndering éye,
Did a tiny fáiry
Dróp you where you lie?
In the witching hóur

Of the trópic night,
Did a cáreless moonbeam
Léave you in its flight?
II. THE NAUGHTY WIND

By Salud R. Paz
Quarter 1 52
Sómetimes you áre so gentle,
Sómetimes you áre so wild,
Sómetimes you táke me by surprise
Júst like a náughty child.
I líke you bést in súmmer,

But nót on a ráiny dáy,
For thén you áre so pláyful,
You blow all thíngs awáy.
III. SOOTHING AS NIGHT WINDS ARE

By Salvador B. Espinas
Lóve is gentle, lóve is quiet

Like ány distant stár;
Lóve is beaúty, lóve is músic
Soóthing as night winds áre.
Lóve is pátient and unsélfish,

Divíne, trúe, neútral fáir –
Lóve is ágeless and immórtal,
Lóst lóve is júst somewhére.
And the héart that lóve abándons,

Núrses a ténder scár;
Sóftly stábbing, ánd yet sweétly
Sóothing as níght winds áre.
TRACING ONE’S ROOTS
Intended Learning Outcomes

1. Explain how people were recognized as heroes.
2. Express opinion on why seemingly ordinary people do great acts.
Quarter 1 53
3. Use the right oral language conventions when inquiring about,
summarizing, or reacting to what has been listened to, read, or observed
4. Note the use of familiar, colloquial, and idiomatic expressions in oral
communication
5. Identify the characteristics of the epic as a literary form
6. Use information presented in a prose version of an epic in inferring,
evaluating, and expressing critical ideas
7. Construct simple and compound sentences and organize them into a
coherent text
LET’S
LET’SENUNCIATE
ENUNCIATE
Task 1. Read the following telephone conversation. Observe correct intonation and
proper stress.
Telephone is already part of our lives. We should use them properly. Be
courteous when speaking over the phone. Always observe phone manners.
Telephone Conversation about Favorite Hero

Mickey: Hello. May I please speak with Ana?
Ana: Yes,
LET’S this is IN
Ana, speaking. May I know who is this?
LET’SDIVEDIVE IN
Mickey: Hi! This is Mickey! I just called to ask you about the homework in
History. It is about our heroes. Is it really important to answer this? It is just part of
our history!
Ana: Yes, I am done with it. Do not just say that it is just part of our history. It is
part of history, it is very important. Heroes can be those who died for our country.
They can be those we watch on screen with special powers. We also have heroes
who spend their lives in other countries.
Mickey: Oh, I see. I will finish it now. Thank you!
Ana: No problem. Goodbye!
Mickey: Bye!
Task 1. Meet my Heroes

Complete the following table. Pair off and tell your partner about the qualities of your
favorite heroes. Ask each other questions for clarifications.
Quarter 1 54
My Heroes Who they are What they’re like
My national hero
My superhero
My day-to-day hero
My modern day hero
Task 2. Know My hero

Listen carefully to the short text to be played / read to you and be able to
identify still another type of hero.
First listening: Listen for general understanding.
Second listening: Listen for specific details and take down notes.
Now complete the following statement to identify and describe another type of
hero.
Task 3.
This
Antime let us understand
________ hero is the the different parts of aofparagraph.
_________character a What is a Hero
_______________ poem. A narrative poem or an ________
tells of the exploits of the story’s main character who
Apossesses _______________
hero is anyone who can showpowers
couragewhich
when allow hima to
facing win
problem. A hero is
over his opponents and triumph even against monsters and
a person who is able to help others in various ways. A person can become a hero
by savingother evil forces.
someone who is in danger. Another example of a hero is someone who
is there to help others and gives them strength to go on through life’s difficulties. A
hero can be someone who gives up his or her life for the sake of other people. A
hero does not always have to show courage he can be afraid but still be a hero
through his other actions.
I do believe that heroes don’t have to be afraid to engage in a heroic act.
Most of the time heroes are scared because they are human just like any of us.
But they feel moral obligation that tells them to act regardless of what they are
scared of. Sometimes a hero can be a teacher or a school counselor. They can
teach you to read or write and that will make a huge difference in your life. But
most of the time will go unappreciated during your lifetime until you’re older and
start reflecting on your life. You will sit back and think that without that teacher that
taught you how to read you would have never been able to get a job or go on to
college. These are heroes that are overlooked everyday and don’t get the
recognition they deserve.
Also, we have to look at the people who spend their lives serving other
people despite of not having enough time for their families. People in times of
emergency decide to save others than to go home and check their loved-ones.
People who just close their eyes whenever they see situation of many people that
are somehow the same with the situation their family has. Those who are in the
government and non – government organization, volunteers and public workers. A
Quarter 1 55
hero is nobody but those people who have an impact in a person’s life.
https://www.megaessays.com/viewpaper/72855.html
Answer the following comprehension questions.
1. What is the paragraph all about?
2. What are the characteristics of a hero according to the first paragraph?
3. Based on the second paragraph, first sentence, what does the author think
towards hero?
Task 4. Let’s compare!

Give the observations you have for each paragraph.
Last Paragraph:
First Paragraph: __________________
Second Paragraph:
_______________ __________________
_______________
_______________ __________________
_______________
_______________ ______
_______________
_______________ _______________
LET’S
LET’S
DISCOVER
DISCOVER
A paragraph is a group of sentences about one topic. It contains a topic

sentence, supporting details and sometimes a concluding sentence. The sentences
follow one another from the beginning to the end of the paragraph. A paragraph is
usually part of a longer piece of writing, such as a letter or essay.
The topic sentence
The topic sentence is usually the first sentence of the paragraph. It states the
main idea of the paragraph. A good topic sentence tells the reader exactly what the
rest of the paragraph will be about
The supporting sentences
The supporting sentences are often in the middle sentences of the paragraph.
They provide details such as explanations or examples that expand on or support
Quarter 1 56
the topic sentence. Supporting sentences are sometimes connected by transition
words or phrases
The concluding sentence
A concluding sentence is sometimes used in longer paragraphs to sum up the
ideas presented. It expresses the same idea as the topic sentence but in different
words. It can start with a transition such as clearly or in conclusion.
Task 3. Meet Lam-ang, The Child

The Story of Lam-ang (A Summary)
Meet Lam - ang as a child by reading the following prose version summarizing
Don Juan and his wife Namongan lived in Nalbuan, now part of La Union in the
his story.
northern part of the Philippines. They had a son named Lam-ang. Before Lam-ang
was born, Don Juan went to the mountains in order to punish a group of their Igorot
enemies. While he was away, his son Lam-ang was born. It took four people to help
Namongan give birth. As soon as the baby boy popped out, he spoke and asked that
he be given the name Lam-ang. He also chose his godparents and asked where his
father was.
After nine months of waiting for his father to return, Lam-ang decided he would
go look for him. Namongan thought Lam-ang was up to the challenge but she was
sad to let him go. During his exhausting journey, he decided to rest for awhile. He fell
asleep and had a dream about his father's head being stuck on a pole by the Igorot.
Lam-ang was furious when he learned what had happened to his father. He rushed to
their village and killed them all, except for one whom he let go so that he could tell
other people about Lam-ang's greatness.
Upon returning to Nalbuan in triumph, he was bathed by women in the
Amburayan river. All the fish died because of the dirt and odor from Lam-ang's body.
There was a young woman named Ines Kannoyan whom Lam-ang wanted to
woo. She lived in Calanutian and he brought along his white rooster and gray dog to
visit her. On the way, Lam-ang met his enemy Sumarang, another suitor of Ines whom
he fought and readily defeated.
Lam-ang found the house of Ines surrounded by many suitors all of whom were
trying to catch her attention. He had his rooster crow, which caused a nearby house
to fall. This made Ines look out. He had his dog bark and in an instant the fallen house
rose up again. The girl's parents witnessed this and called for him. The rooster
expressed the love of Lam-ang. The parents agreed to a marriage with their daughter
if Lam-ang would give them a dowry valued at double their wealth. Lam-ang had no
problem fulfilling this condition and he and Ines were married.
It was a tradition to have a newly married man swim in the river for the rarang
fish. Unfortunately, Lam-ang dove straight into the mouth of the water monster
Berkakan.
Quarter 1Ines had Marcos get his bones, which she covered with a piece of cloth. His57
rooster crowed and his dog barked and slowly the bones started to move. Back alive,
Lam-ang and his wife lived happily ever after with his white rooster and gray dog.
Based on the passage above, give colloquial words that can best describe
Lam – ang as a child?
Lam – ang, the

Child
Task4. Connect me now!
Heroes before Heroes now

VS.
Task 5. Comprehension Check

1. Who were Lam-ang‘s parents?
2. Where did they live?
3. What did Lam – ang do with the one that he didn’t kill?
4. How did Lam-ang convince Ines’ parents about the marriage?
Task 6. Yes or No?
Quarter 1 58
Read the questions and write their answer in complete sentence. Observe the
structure of the questions and their sentence.
1. Were Don Juan’s enemies forgiven?
________________________________________________________________
2. Were all enemies killed?
3. Did the dog express Lam – ang’s love for Ines?

________________________________________________________________
4. Did it cause the nearby house to fall?
LET’S
LET’S
EXPLORE
EXPLORE
Yes / No questions are those questions that expect ‘yes’ or ‘no’ as answer.

These questions do not take the question words when, what, where etc. Yes / No
questions are used to check information or ask for confirmation.
Examples:
‘Are you coming with us?’ -‘Yes.’
‘Has he returned the car?’ -‘No, he hasn’t.’
‘Do you live in Chicago?’ -‘No, I don’t.’
‘Does she speak English?’ - ‘Yes, she does.’
‘Did you meet John yesterday?’ - ‘No, I didn’t.’
Note the use of auxiliary verbs in the above examples.

When we answer Yes / No questions we do not normally repeat the complete the
question. Instead, we use an appropriate auxiliary verb. This auxiliary is usually
present in the question.
‘Does Mike live with you?’ -‘Yes, he does.’
‘Did Maya tell you she wasn’t coming?’ -‘No, she didn’t.’
Quarter 1 59
In negative answers, we use the auxiliary verb and not. Usually a contracted form is
used.
‘Have you ever visited Argentina?’ -‘Yes, I have.’
‘Will you help me?’ -‘No, I won’t.’ (won’t = will not)
Here is an overview of Yes / No questions in different tenses:
Present Simple
‘Do you speak English?’ - ‘Yes, I do.’
‘Does she speak English?’ - ‘No, she doesn’t.’
Present continuous
‘Is it raining?’ -‘Yes, it is.’
‘Is it snowing?’ - ‘No, it isn’t.’
Present Perfect
‘Have you received the letter?’ - ‘Yes, I have.’
‘Has he returned from Mumbai?’ - ‘No, he hasn’t.’
Past Simple
‘Did you know the answer?’ - ‘No, I didn’t.’
‘Did he get the letter?’ - ‘Yes, he did.’
Past Continuous
‘Were you sleeping then?’ - ‘Yes, I was.’
‘Was he reading his lessons?’ - ‘No, he wasn’t.’
Future Simple
‘Will you come with me?’ - ‘Yes, I will.’
‘Will you help me?’ - ‘No, I won’t.’
https://www.englishgrammar.org/questions/
LET’S
LET’S
CHECK
CHECK
Read the sentences from the excerpt of Biag ni Lam -ang. Write C if the sentence
observes correct subject – verb agreement. If it does not, write I.
______ 1. Lam – ang, the son of Don Juan and Nabuan, is born.
______ 2. Lam – ang kills everybody in the village.
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______ 3. Marcos, who gets his bones, cover it with cloth
______ 4. Lam – ang, together with Ines, live happily in the village.
______ 5. Lam – ang, unlike other men, dives straight into the mouth of water
monster
APPRECIATING HOME AND FAMILY

 Read sentences correctly through intonation patterns
 Differentiate The types of characters
 Discuss the message of the selection
 Distinguish the different types of characters
 Apply the rule in subject and verb agreement
 Write a paragraph stating past experiences
LET’S
LET’SENUNCIATE
ENUNCIATE
DRILL:
Read these sentences with proper pitch following the direction indicated by
the lines. Note that the high pitch is found on syllables that are stressed.
1. Do you believe in studying every day?
2. Many students find it a bother/to study every day.
3. Is the book on the table?
4. How many of you/are willing to contribute to our school fund?
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5. Close your books, / and prepare for a quiz.
6. Do you pre fer to have it today / or tomorrow?
7. For breakfast, / I usually have fruit, / bacon, / and eggs.
8. The Philippines is a beautiful country.
9. Have you seen all its scenic spots?
10. I’m afraid I haven’t found the time to do that.
Occasionally, when there is only one unstressed syllable between two

stressed syllables, the speaker may keep his pitch high at this syllable, unstressing it
by merely weakening the vowel. Note every day in sentence 2.
LET’S
LET’SDIVE
DIVEIN
IN
The following unfamiliar words below are defined. Use each in a meaningful
sentence.
1. austere (Adjective) – having a serious and unfriendly quality
Sentence: _____________________________________________
2. consummate (Adjective) – very good or skillful
Sentence: _____________________________________________
3. hysterical (Adjective) – a state in which your emotions are so strong that
you behave in an uncontrolled way
Sentence: _____________________________________________
4. proficient (Adjective) – good at doing something
Sentence: _____________________________________________
5. superseding (Verb) – take the place of (someone or something that is old,
no longer useful, etc.)
Sentence: _____________________________________________
Quarter 1 62
6. repudiation (Noun) – the refusal of public authorities to acknowledge or pay
a debt
Sentence: _____________________________________________
7. vindictive (Adjective) – having or showing a desire to hurt someone who
has hurt or caused problems for you
Sentence: _____________________________________________
LET’S
LET’SDISCOVER
DISCOVER
In the selection you are about to read, Francisco Arcellana unravels the
cultural aspects of a story that symbolizes appreciation and love for the family
regardless of circumstances. Read the selection and find out how Mr. Angeles, the
father of the family in the story, values each family in the story, values each family
member including the departed.
The Mats
By Francisco Arcellana
1 For the Angeles family, Mr. Angeles’; homecoming from his periodic inspection trips
was always an occasion for celebration. But his homecoming--from a trip to the South--was
fated to be more memorable than, say, of the others.
He had written from Mariveles: "I have just met a marvelous mat weaver--a real
artist--and I shall have a surprise for you. I asked him to weave a sleeping-mat for every one
of the family. He is using many different colors and for each mat the dominant color is that of
our respective birthstones. I am sure that the children will be very pleased. I know you will
be. I can hardly wait to show them to you."
Nana Emilia read the letter that morning, and again and again every time she had a
chance to leave the kitchen. In the evening when all the children were home from school she
asked her oldest son, José, to read the letter at dinner table. The children became very
much excited about the mats, and talked about them until late into the night. This she wrote
her husband when she labored over a reply to him. For days after that, mats continued to be
the chief topic of conversation among the children.
Finally, from Lopez, Mr. Angeles wrote again: "I am taking the Bicol Express
tomorrow. I have the mats with me, and they are beautiful. God willing, I shall be home to
Quarter 1 63
join you at dinner."
2 The letter was read aloud during the noon meal. Talk about the mats flared up
again like wildfire. "I like the feel of mats," Antonio, the third child, said. "I like the smell of
new mats."
"Oh, but these mats are different," interposed Susanna, the fifth child. "They have our
names woven into them, and in our ascribed colors, too."
The children knew what they were talking about: they knew just what a decorative
mat was like; it was not anything new or strange in their experience. That was why they were
so excited about the matter. They had such a mat in the house, one they seldom used, a
mat older than any one of them.
This mat had been given to Nana Emilia by her mother when she and Mr. Angeles
were married, and it had been with them ever since. It had served on the wedding night, and
had not since been used except on special occasions.
It was a very beautiful mat, not really meant to be ordinarily used. It had green leaf
borders, and a lot of gigantic red roses woven into it. In the middle, running the whole length
of the mat was the lettering: Emilia y Jaime Recuerdo.
The letters were in gold.
3 Nana Emilia always kept that mat in her trunk. When any one of the family was
taken ill, the mat was brought out and the patient slept on it, had it all to himself. Every one
of the children had some time in their lives slept on it; not a few had slept on it more than
once.
Most of the time, the mat was kept in Nana Emilia’s trunk, and when it was taken out
and spread on the floor the children were always around to watch. At first there had been
only Nana Emilia to see the mat spread. Then a child--a girl--watched with them. The
number of watchers increased as more children came.
The mat did not seem to age. It seemed to Nana Emilia always as new as when it
had been laid on the nuptial bed. To the children it seemed as new as the first time it was
spread before them. The folds and creases are always new and fresh. The smell was always
the smell of a new mat. Watching the intricate design was an endless joy. The children’s
pleasure at the golden letters even before they could work out the meaning was boundless.
Somehow they were always pleasantly shocked by the sight of the mat: so delicate and so
consummate the artistry of its weave.
Now, taking out that mat to spread had become a kind of ritual. The process had
become associated with illness in the family. Illness, even serious illness, had not been
infrequent. There had been deaths...
4 In the evening Mr. Angeles was with his family. He had brought the usual things
home with him. There were a lot of fruits, as always (his itinerary carried him through the
fruit-growing provinces): pineapples, lanzones, chicos, atis, santol, sandia, guyabano, and
avocado, according to the season. He had also brought home a jar of preserved sweets from
Lopez.
Putting away the fruit, sampling them, was as usual accomplished with animation and
lively talk. Dinner was a long affair. Mr. Angeles was full of stories about his trip but would
interrupt his tales with: "I could not sleep nights thinking of the young ones. They should
never be allowed to play in the streets. And you older ones should not stay out too late at
night."
The stories petered out and dinner was over. Putting away the dishes and wiping the
dishes and wiping the table clean did not at all seem tedious. Yet Nana and the children,
although they did not show it, were all on edge about the mats.
Quarter 1 64
Finally, after a long time over his cigar, Mr. Angeles rose from his seat at the head of
the table and crossed the room to the corner where his luggage had been piled. From the
heap he disengaged a ponderous bundle.
5 Taking it under one arm, he walked to the middle of the room where the light was
brightest. He dropped the bundle and, bending over and balancing himself on his toes, he
strained at the cord that bound it. It was strong, it would not break, it would not give way. He
tried working at the knots. His fingers were clumsy, they had begun shaking.
He raised his head, breathing heavily, to ask for the scissors. Alfonso, his youngest
boy, was to one side of him with the scissors ready.
Nana Emilia and her eldest girl who had long returned from the kitchen were
watching the proceedings quietly.
One swift movement with the scissors, snip! And the bundle was loose. Turning to
Nana Emilia, Mr. Angeles joyfully cried: "These are the mats, Miling." Mr. Angeles picked up
the top most mat in the bundle
"This, I believe, is yours, Miling."
6 Nana Emilia stepped forward to the light, wiping her still moist hands against the
folds of her skirt, and with a strange young shyness received the mat. The children watched
the spectacle silently and then broke into delighted, though a little self-conscious, laughter.
Nana Emilia unfolded the mat without a word. It was a beautiful mat: to her mind, even more
beautiful than the one she received from her mother on her wedding. There was a name in
the very center of it: EMILIA. The letters were large, done in green. Flowers--cadena-de-
amor--were woven in and out among the letters. The border was a long winding twig of
cadena-de-amor.
The children stood about the spreading mat. The air was punctuated by their
breathless exclamations of delight.
"It is beautiful, Jaime; it is beautiful!" Nana Emilia’s voice broke, and she could not
say any more.
"And this, I know, is my own," said Mr. Angeles of the next mat in the bundle. The
mat was rather simply decorated, the design almost austere, and the only colors used were
purple and gold. The letters of the name Jaime were in purple.
"And this, for your, Marcelina."
Marcelina was the oldest child. She had always thought her name too long; it had
been one of her worries with regard to the mat. "How on earth are they going to weave all of
the letters of my name into my mat?" she had asked of almost everyone in the family. Now it
delighted her to see her whole name spelled out on the mat, even if the letters were a little
small. Besides, there was a device above her name which pleased Marcelina very much. It
was in the form of a lyre, finely done in three colors. Marcelina was a student of music and
was quite a proficient pianist.
7 "And this is for you, José."
José was the second child. He was a medical student already in the third year of
medical school. Over his name the symbol of Aesculapius was woven into the mat.
"You are not to use this mat until the year of your internship," Mr. Angeles was
saying.
"This is yours, Antonia."
"And this is yours, Juan."
"And this is yours, Jesus."
Mat after mat was unfolded. On each of the children’s mats there was somehow an
appropriate device.
Quarter 1 65
At least all the children had been shown their individual mats. The air was filled with
their excited talk, and through it all Mr. Angeles was saying over and over again in his deep
voice:
"You are not to use these mats until you go to the University."
Then Nana Emilia noticed bewilderingly that there were some more mats remaining
to be unfolded.
"But Jaime," Nana Emilia said, wondering, with evident repudiation, "there are some
more mats."
8 Only Mr. Angeles seemed to have heard Nana Emilia’s words. He suddenly
stopped talking, as if he had been jerked away from a pleasant fantasy. A puzzled,
reminiscent look came into his eyes, superseding the deep and quiet delight that had been
briefly there, and when he spoke his voice was different.
"Yes, Emilia," said Mr. Angeles, "There are three more mats to unfold. The others
who aren’t here..."
Nana Emilia caught her breath; there was a swift constriction in her throat; her face
paled and she could not say anything.
The self-centered talk of the children also died. There was a silence as Mr. Angeles
picked up the first of the remaining mats and began slowly unfolding it.
The mat was almost as austere in design as Mr. Angeles own, and it had a name.
There was no symbol or device above the name; only a blank space, emptiness.
The children knew the name. But somehow the name, the letters spelling the name,
seemed strange to them.
Then Nana Emilia found her voice.
"You know, Jaime, you didn’t have to," Nana Emilia said, her voice hurt and surely
frightened.
9 Mr. Angeles held his tears back; there was something swift and savage in the
movement.
"Do you think I’d forgotten? Do you think I had forgotten them? Do you think I could
forget them?
"This is for you, Josefina!
"And this is for you, Victoria!
"And this is for you, Concepcion."
Mr. Angeles called the names rather than uttered them.
"Don’t, Jaime, please don’t," was all that Nana Emilia managed to say.
"Is it fair to forget them? Would it be just to disregard them?" Mr. Angeles demanded
rather than asked.
10 His voice had risen shrill, almost hysterical; it was also stern and sad, and
somehow vindictive. Mr. Angeles had spoken almost as if he were a stranger. Also, he had
spoken as if from a deep, grudgingly-silent, long-bewildered sorrow.
The children heard the words exploding in the silence. They wanted to turn away and
not see the face of their father. But they could neither move nor look away; his eyes held
them, his voice held them where they were. They seemed rooted to the spot.
Nana Emilia shivered once or twice, bowed her head, and gripped her clasped hands
between her thighs. There was a terrible hush. The remaining mats were unfolded in silence.
The names which were with infinite slowness revealed, seemed strange and stranger still;
the colors not bright but deathly dull; the separate letters, spelling out the names of the dead
among them, did not seem to glow or shine with a festive sheen as did the other living
names.
Quarter 1 66
http://www.ncca.gov.ph/about-ncca/org-awards/literature/francisco_arcellana.php
LET’S
LET’SDISCUSS
DISCUSS
Answer the following questions briefly and concisely.
1. What surprise did Mr. Angeles say he had for the family? What does this
say about him as a father?
____________________________________________________________
______________________________________________________________
2. How did the children react to their father’s surprise for them? How about
Nana Emilia?
____________________________________________________________
______________________________________________________________
3. According to Mr. Angeles, when can the children use their mats? Why do
you think this is so?
____________________________________________________________
______________________________________________________________
4. For whom where the other three mats? Describe the mats.
____________________________________________________________
______________________________________________________________
5. How did the three mats change the mood in the house? How did the mats
affect Nana Emilia? Would you have reacted the same way if you were her? Explain
your answer.
Quarter 1 67
____________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
6. If you were Mr. Angeles, would you have bought the three extra mats as
well? Why or why not? What does this act tell you about how Mr. Angeles values
each member of his family?
____________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
7. What kind of a family is the Angeles family? How would you describe their
relationship with one another?
____________________________________________________________
______________________________________________________________
B. Literary Focus
1. How important are characters to a story?

____________________________________________________________
______________________________________________________________
2. Who are the characters in the selection? Describe each character.

____________________________________________________________
______________________________________________________________
3. Do the children play an important role in the story? How is this revealed in
the story?
____________________________________________________________
______________________________________________________________
4. How did the characters affect the progression of the story?

____________________________________________________________
______________________________________________________________
Quarter 1 68
TYPES OF CHARACTERS
The characters are the people, animals, or imaginary creatures around which
the plot of a story revolves. Different types of characters are used to put together the
events in a story. Recognizing and understanding these characters add to your
reading experience.
There are ways that characters can be portrayed. They can be portrayed as
flat or round.
 Flat character – This is a character who reveals only one or two personality
traits in a story. The traits revealed do not change throughout the story.
 Round character – This is well-developed character who demonstrates
varied and sometimes contradictory traits. Round characters usually change
in some ways but do not change entirely in a story.
Round and flat characters can also be classified as protagonist, antagonist,
confidante, or foil.
 Protagonist – This character is the central figure with whom we usually
sympathize or identify. He or she is the hero in the story.
 Antagonist – This character is the figure who opposes the protagonist and
creates the conflict. He or she can be identified as the villain in the story.
 Confidante – This is the character to whom the central character confides,
thus revealing the main character’s personality, thoughts, and intentions.
 Foil – This is a character that is used to enhance another character through
contrast.
Task: Identify all the characters in the selection and tell what type each is.
Quarter 1 69
LET’S
LET’SEXPLORE
EXPLORE
SUBJECT-VERB AGREEMENT
Recall that nouns and pronouns indicate numbers through their singular and
plural forms. Verbs likewise indicate numbers. The number of the verb depends on
the number of its subject in the sentence.
A singular subject must have a singular verb. The singular verb usually has –s
or –es or may use helping verbs such as has, am, is, or was.
A plural subject must have a plural verb. The plural verb may use helping
verbs such as have, are or were.
SINGULAR SUBJECT PLURAL SUBJECT
I drive to work. We drive to work.
He drives to work. They drive to work.
Mario is driving to work. The boys are driving to work.
The presence of a phrase or clause in between the subject and the verb will
not affect its agreement.
SINGULAR SUBJECT PLURAL SUBJECT
The cat is playing on the mat. The boys are playing in the field.
Quarter 1 70
The cat that has been given to The boys who have finished
me is playing on the mat. their work early are playing in
the field.
Compound Subjects have two or more subjects. They are usually joined by
and or or.
RULE EXAMPLE
Singular subjects joined Singular verb is used if Nick or Jay plans to

by or or nor both parts of the wear a wig during
compound subject their recital.
joined by or or nor are
singular.
Two or more singular Singular verb is used.

subjects joined by or or
nor
Plural subjects joined Plural verb is used if Either the twins or

by or or nor both parts of the the triplets get the
compound subject role in the
connected by or or nor commercial.
are plural.
Two or more plural Plural verb is used.
subjects joined by or or
nor
Subjects are mixed The verb agrees with Neither the teacher
number joined by or or the nearer subject if nor the students
nor one of the compound have decided on
subject is singular and their community
the other part is plural. project.
Likewise, the verb Neither the students

agrees with the nearer nor the teacher has
subject if one or more decided on their
singular subjects are community project.
joined by one or more
plural subjects.
Subjects joined by and Plural verb is used. Both the mother and
Quarter 1 71
the father are
responsible for
raising their children.
A compound subject Plural verb is used. Brothers and sisters

joined by and need to help their
parents as well.
Singular verb is used if
the parts of the Ebony and ivory
compound added up to makes up the piano
one thing. keys.
Singular verb is used if Every man, woman,

the compound subject is and child deserves
preceded by the word protection from the
each or every. state.
CONFUSING SUBJECTS RULE EXAMPLE
Hard-to-find subjects If the subject that comes At the end of each

after a verb is singular, chapter is a
the verb should be summary. There is a
singular. summary at the end
of each chapter.
If the subject is plural, At the end of each

the verb is also plural. chapter are several
exercises.
Here’s and There’s are There are several

contractions of here is exercises at the end
and there is. Both have of each chapter.
singular verbs so they6 Here’s a toast for
should not be used with you.
plural verbs. There’s a bug in a
mug.
There are bugs in
the mug.
Subjects of linking verbs The linking verb must His achievements

agree with its subject. are one reason for
his victory.
One reason for his
victory is his long list
of achievements.
Subjects with collective When the collective The troop is

nouns (Some examples noun acts as a single advancing toward
Quarter 1 72
of collective nouns are unit, the singular verb is enemy lines.
troop, jury, committee, used. The band is going to
faculty, band, and play dance music.
archipelago.)
When the collective The committee have
noun acts individually been deliberating on
then the plural verb is their decision for
used. hours.
Subjects with plural- Subjects with nouns that Mathematics is

looking nouns end in –s but have a Daniel’s favorite
singular meaning such subject.
as such as branches of
knowledge take on
singular verbs.
Some nouns ending with His politics are

–s indicate dubious.
characteristics and take
plural verbs.
Some nous with plural The boy’s pants are

forms but singular in old glitzy.
meaning take plural
verbs.
Indefinite pronouns as The infinitive pronouns Anybody in this

subjects take singular verbs. school is qualified to
join the contest.
Plural nouns take plural Both are joining the

verbs. team.
Some indefinite All the students have

pronouns like all, any, left.
more, most, none, and
some take singular or All the water in the
plural verbs depending container is gone.
on their antecedents.
Title as subjects. A title of a book, movie, A Tale of Two Cities

work of art, etc. takes a by Charles Dickens
singular verb even if it is about friendship
looks plural. and self-sacrifice.
Amount and measures as Nouns that indicate Three-fourths of a

subjects amounts or measures cup was used for the
take singular verbs, recipe.
unless they refer to Half a dozen
individual units. In such oranges were used
Quarter 1 73
cases, the plural verb is for the recipe.
used.
LET’S
LET’SCHECK
CHECK
Task 1: Underline the correct verb in parenthesis.

1. Neither her parents nor Rhea (has, have) decided what color to paint the
walls.
2. Either the boys or the girls (guard, guards) the booth.
3. Lisa and Lily (enjoy, enjoys) handcrafting Christmas ornaments.
4. We (bike, bikes) by the river bank after school.
5. Each member of the group (has, have) task to do.
6. Rosanna, who is in charge of the prizes, (has, have) just finished wrapping
them.
7. Emilia (cook, cooks) delicious food during special occasions.
8. Bea or Zia (is, are) going to join the dance group.
9. Uncle Ted or Aunt May (bring, brings) me to school every day.
10. I (has been writing, have been writing) this novel for three years.
11. Teachers and students (help, helps) each other make the program a
success.
12. The children who are members of the choir (is rehearsing, are rehearsing)
in the auditorium.
13. Neither Tina nor her brothers (like, likes) moving to a new school.
14. Bacon, lettuce, and tomato sandwich (is, are) happy running around the
garden.
15. The dogs (is, are) happy running around the garden.
Quarter 1 74
Task 2: Underline the correct form of verb in the parenthesis.
1. The Three Musketeers (is, are) my all-time favorite book.

2. The farmers toiling in the farm (is, are) one of the true heroes of our
country.
3. Only three fourths of the class (is attending, are attending) the lantern
parade.
4. A few mistakes (is, are) acceptable.
5. One of the advantages of Facebook over the other social network sites (is,
are) its various applications.
6. Economics (is, are) her forte.
7. Fifty centavos for a slice of suman (is, are) not bad at all.
8. Everyone (is, are) invited to the big feast in town.
9. Nothing (has, have) been clarified yet.
10. The old scissors (is, are) still sharp.
LET’S
LET’SWRITE
WRITE
Compose an interesting paragraph describing the Filipinos’ character traits and how
they value their family. Observe the rules in subject and verb agreement.
Quarter 1 75
LET’S
LET’SDELIVER
DELIVER
Group Work
Form a group and do the following tasks.
A. Describe a devastating natural disaster you have experienced (typhoon,
earthquake, volcanic eruption, etc.) Pretend you are a reporter and write a news
report.
B. Interview someone who had been so dedicated to his/her family. List down
interview questions and write a news report based on you interview.
Quarter 1 76
UNDERSTANDING STRENGTHS AND WEAKNESSES

 Observe proper phrasing in reading sentences
 Discuss the message of the story
 Enumerate the different types of short stories
 Identify adjectives and their kinds
 Write a descriptive paragraph using different kinds of adjectives
LET’S
LET’SENUNCIATE
ENUNCIATE
PHRASING
Phrasing is the grouping together of words that convey a thought. The
student must realize that such grouping of words is of the greatest importance in
spoken English. This is done to bring out the relative importance of each thought in
relation to other thoughts being said. Thus meaning is expressed more clearly.
Punctuation marks in a sentence are oftentimes good indications of oral word
groupings. You must remember, however, that this is not always so. Punctuation
marks are an indication of grammatical relationships. Pauses are guided by
meaning. Sometimes one finds a comma in a sentence where no oral pause is
necessary.
Examples:
That man is my brother. // He is, however, / only my step brother. //
Phrasing
Quarter 1 77
a. I saw a beautiful girl / crossing the street. //
b. She thinks the owner of the car / is unaware of the theft. //
c. Upon hearing the news over the radio / he anxiously awaited word / about
the survivors. //
DRILL: Exercises for phrasing
1. We speak in phrases / not in words //
2. Breathe for the next phrase / while you pause after the last one //
3. He forgot about the quiz / and there was no more time to study / so he
decided to be absent //
4. His grades / which were steadily getting lower / indicated his lack of interest
in the subject //
5. For fifty centavos / you can buy two pieces of pie or cake / and ice cream //
6. I believe in a Supreme Being / who commands the turn of events / and
guides the fortune of men //
7. I want no further information / but if you will / remain with us / and discover
the reason for the error // You are welcome //
8. I do not question your opinion // but if you will pause awhile / and explain
things further / we might eventually agree with you //
9. For I was hungered / and you gave me meat // I was thirsty / and you gave
me drink // I was a stranger / and you took me in //
10. For if the power of prayer / is again released / and used in the lives / of
common men and women / if the spirit declares its aims / clearly and boldly / there is
yet hope / that our prayers for a better world / will be answered //
NOTE: There may be other correct ways of phrasing the above exercises. The
student may find others that may bring out his meaning and intent.
Quarter 1 78
LET’S
LET’SDIVE
DIVEIN
IN
Match the sentences in Column A with the sentence that has the same
meaning in Column B.
A B
1. She was fragrant like a morning a. It is starting to get dark.
when papayas are in bloom
2. The queen’s white coat glistened b. She smelled very nice.
like beaten cotton.
3. There was a world of laughter c. It sparkled and shone.
between them.
4. The horse was fairly dancing with d. They enjoyed each other’s company.
impatience.
5. The sun had sunk and shadows e. Morning had come.
were stealing into the field.
f. It was jigging and was already restless.
LET’S
LET’SDISCOVER
DISCOVER
The next story is about to read a young boy welcoming his older brother and
his wife. In this story, Manuel Arguilla heightened the connection of two social
spheres the rural and urban life. Read on and find out these two spheres collide.
How My Brother Leon Brought Home A Wife?
Quarter 1 79
Manuel Arguilla (1911 – 1944)
There was no light in Father’s room. There was no movement. He sat in the
big armchair by the western window, and a star shone directly through it. He was
smoking, but he removed the roll of tobacco from his mouth when he saw me. He
laid it carefully on the windowsill before speaking.
"Did you meet anybody on the way?" he asked.
"No, Father," I said. "Nobody passes through the Waig at night."
He reached for his roll of tobacco and hitched himself up in the chair.
"She is very beautiful, Father."
"Was she afraid of Labang?" My father had not raised his voice, but the room
seemed to resound with it. And again I saw her eyes on the long curving horns and
the arm of my brother Leon around her shoulders.
"No, Father, she was not afraid."
"On the way---"
"She looked at the stars, Father. And Manong Leon sang."
"What did he sing?"
"---Sky Sown with Stars... She sang with him."
He was silent again. I could hear the low voices of Mother and my sister
Aurelia downstairs. There was also the voice of my brother Leon, and I thought that
Father’s voice must have been like it when Father was young. He had laid the roll of
tobacco on the windowsill once more. I watched the smoke waver faintly upward
from the lighted end and vanish slowly into the night outside.
She stepped down from the carretela of Ca Celin with a quick, delicate grace.
She was lovely. She was tall. She looked up to my brother with a smile, and her
forehead was on a level with his mouth.
"You are Baldo," she said and placed her hand lightly on my shoulder. Her
nails were long, but they were not painted. She was fragrant like a morning when
papayas are in bloom. And a small dimple appeared momently high on her right
cheek. "And this is Labang of whom I have heard so much." She held the wrist of
one hand with the other and looked at Labang, and Labang never stopped chewing
his cud. He swallowed and brought up to his mouth more cud and the sound of his
insides was like a drum.
I laid a hand on Labang’s massive neck and said to her: "You may scratch his
forehead now.
"She hesitated and I saw that her eyes were on the long, curving horns. But
she came and touched Labang’s forehead with her long fingers, and Labang never
stopped chewing his cud except that his big eyes half closed. And by and by she was
scratching his forehead very daintily.
My brother Leon put down the two trunks on the grassy side of the road. He
paid Ca Celin twice the usual fare from the station to the edge of Nagrebcan. Then
he was standing beside us, and she turned to him eagerly. I watched Ca Celin,
where he stood in front of his horse, and he ran his fingers through its forelock and
Quarter 1 80
could not keep his eyes away from her. "Maria---" my brother Leon said.
He did not say Maring. He did not say Mayang. I knew then that he had
always called her Maria and that to us all she would be Maria; and in my mind I said
Maria and it was a beautiful name.
"Yes, Noel."
Now where did she get that name? I pondered the matter quietly to myself,
thinking Father might not like it. But it was only the name of my brother Leon said
backward and it sounded much better that way.
"There is Nagrebcan, Maria," my brother Leon said, gesturing widely toward
the west.
She moved close to him and slipped her arm through his. And after a while
she said quietly.
"You love Nagrebcan, don’t you, Noel?"
Ca Celin drove away hi-yi-ing to his horse loudly. At the bend of the camino
real where the big duhat tree grew, he rattled the handle of his braided rattan whip
against the spokes of the wheel.
We stood alone on the roadside.
The sun was in our eyes, for it was dipping into the bright sea. The sky was
wide and deep and very blue above us: but along the saw-tooth rim of the
Katayaghan hills to the southwest flamed huge masses of clouds. Before us the
fields swam in a golden haze through which floated big purple and red and yellow
bubbles when I looked at the sinking sun. Labang’s white coat, which I had washed
and brushed that morning with coconut husk, glistened like beaten cotton under the
lamplight and his horns appeared tipped with fire.
He faced the sun and from his mouth came a call so loud and vibrant that the
earth seemed to tremble underfoot. And far away in the middle of the field a cow
lowed softly in answer.
"Hitch him to the cart, Baldo," my brother Leon said, laughing, and she
laughed with him a big uncertainly, and I saw that he had put his arm around her
shoulders.
"Why does he make that sound?" she asked. "I have never heard the like of
it."
"There is not another like it," my brother Leon said. "I have yet to hear another
bull call like Labang. In all the world there is no other bull like him."
She was smiling at him, and I stopped in the act of tying the sinta across
Labang’s neck to the opposite end of the yoke, because her teeth were very white,
her eyes were so full of laughter, and there was the small dimple high upon her right
cheek.
"If you continue to talk about him like that, either I shall fall in love with him or
become greatly jealous."
My brother Leon laughed and she laughed and they looked at each other and
it seemed to me there was a world of laughter between them and in them.
I climbed into the cart over the wheel and Labang would have bolted, for he
was always like that, but I kept a firm hold on his rope. He was restless and would
Quarter 1 81
not stand still, so that my brother Leon had to say "Labang" several times. When he
was quiet again, my brother Leon lifted the trunks into the cart, placing the smaller on
top.
She looked down once at her high-heeled shoes, then she gave her left hand
to my brother Leon, placed a foot on the hub of the wheel, and in one breath she had
swung up into the cart. Oh, the fragrance of her. But Labang was fairly dancing with
impatience and it was all I could do to keep him from running away.
"Give me the rope, Baldo," my brother Leon said. "Maria, sit down on the hay
and hold on to anything." Then he put afoot on the left shaft and that in stand Labang
leaped forward. My brother Leon laughed as he drew himself up to the top of the side
of the cart and made the slack of the rope hiss above the back of Labang. The wind
whistled against my cheeks and the rattling of the wheels on the pebbly road echoed
in my ears.
She sat up straight on the bottom of the cart, legs bent together to one side,
her skirts spread over them so that only the toes and heels of her shoes were visible.
Her eyes were on my brother Leon’s back; I saw the wind on her hair. When Labang
slowed down, my brother Leon handed to me the rope. I knelt on the straw inside the
cart and pulled on the rope until Labang was merely shuffling along, then I made him
turn around.
"What is it you have forgotten now, Baldo?" my brother Leon said.
I did not say anything but tickled with my fingers the rump of Labang; and
away we went---back to where I had unhitched and waited for them. The sun had
sunk and down from the wooded sides of the Katayaghan hills shadows were
stealing into the fields. High up overhead the sky burned with many slow fires.
When I sent Labang down the deep cut that would take us to the dry bed of
the Waig which could be used as a path to our place during the dry season, my
brother Leon laid a hand on my shoulder and said sternly:
"Who told you to drive through the fields tonight?"
His hand was heavy on my shoulder, but I did not look at him or utter a word
until we were on the rocky bottom of the Waig.
"Baldo, you fool, answer me before I lay the rope of Labang on you. Why do
you follow the Waig instead of the camino real?"
His fingers bit into my shoulder.
"Father, he told me to follow the Waig tonight, Manong."
Swiftly, his hand fell away from my shoulder and he reached for the rope of
Labang. Then my brother Leon laughed, and he sat back, and laughing still, he said:
"And I suppose Father also told you to hitch Labang to the cart and meet us
with him instead of with Castano and the calesa.
"Without waiting for me to answer, he turned to her and said, "Maria, why do
you think Father should do that, now?" He laughed and added, "Have you ever seen
so many stars before?"
I looked back and they were sitting side by side, leaning against the trunks,
hands clasped across knees. Seemingly, but a man’s height above the tops of the
steep banks of the Waig, hung the stars. But in the deep gorge the shadows had
Quarter 1 82
fallen heavily, and even the white of Labangs coat was merely a dim, greyish blur.
Crickets chirped from their homes in the cracks in the banks. The thick, unpleasant
smell of dangla bushes and cooling sun-heated earth mingled with the clean, sharp
scent of arrais roots exposed to the night air and of the hay inside the cart.
"Look, Noel, yonder is our star!" Deep surprise and gladness were in her
voice. Very low in the west, almost touching the ragged edge of the bank, was the
star, the biggest and brightest in the sky.
"I have been looking at it," my brother Leon said. "Do you remember how I
would tell you that when you want to see stars you must come to Nagrebcan?"
"Yes, Noel," she said. "Look at it," she murmured, half to herself. "It is so
many times bigger and brighter than it was at Ermita beach."
"The air here is clean, free of dust and smoke."
"So it is, Noel," she said, drawing a long breath. "Making fun of me, Maria?"
She laughed then and they laughed together and she took my brother Leon’s
hand and put it against her face. I stopped Labang, climbed down, and lighted the
lantern that hung from the cart between the wheels.
"Good boy, Baldo," my brother Leon said as I climbed back into the cart and
my heart sent. Now the shadows took fright and did not crowd so near. Clumps of
andadasi and arrais flashed into view and quickly disappeared as we passed by.
Ahead, the elongated shadow of Labang bobbled up and down and swayed
drunkenly from side to side, for the lantern rocked jerkily with the cart.
"Have we far to go yet, Noel?" she asked.
"Ask Baldo," my brother Leon said, "we have been neglecting him."
"I am asking you, Baldo," she said.
Without looking back, I answered, picking my words slowly:
"Soon we will get out of the Waig and pass into the fields. After the fields is
home---Manong."
"So near already."
I did not say anything more because I did not know what to make of the tone
of her voice as she said her last words. All the laughter seemed to have gone out of
her. I waited for my brother Leon to say something, but he was not saying anything.
Suddenly he broke out into song and the song was Sky Sown with Stars---the same
that he and Father sang when we cut hay in the fields at night before he went away
to study. He must have taught her the song because she joined him, and her voice
flowed into his like a gentle stream meeting a stronger one. And each time the
wheels encountered a big rock, her voice would catch in her throat, but my brother
Leon would sing on, until, laughing softly, she would join him again.
Then we were climbing out into the fields, and through the spokes of the
wheels the light of the lantern mocked the shadows. Labang quickened his steps.
The jolting became more frequent and painful as we crossed the low dikes.
"But it is so very wide here," she said. The light of the stars broke and
scattered the darkness so that one could see far on every side, though indistinctly.
"You miss the houses, and the cars, and the people and the noise, don’t
you?" My brother Leon stopped singing.
Quarter 1 83
"Yes, but in a different way. I am glad they are not here."
With difficulty I turned Labang to the left, for he wanted to go straight on. He
was breathing hard, but I knew he was more thirsty than tired. In a little while we
drop up the grassy side onto the camino real.
"---you see," my brother Leon was explaining, "the camino real curves around
the foot of the Katayaghan hills and passes by our house. We drove through the
fields because---but I’ll be asking Father as soon as we get home."
"Noel," she said. "Yes, Maria."
"I am afraid. He may not like me."
"Does that worry you still, Maria?" my brother Leon said. "From the way you
talk, he might be an ogre, for the entire world. Except when his leg that was wounded
in the Revolution is troubling him, Father is the mildest-tempered, gentlest man I
know."
We came to the house of Lacay Julian and I spoke to Labang loudly, but
Moning did not come to the window, so I surmised she must be eating with the rest
of her family. And I thought of the food being made ready at home and my mouth
watered. We met the twins, Urong and Celin, and I said "Hoy!" calling them by name.
And they shouted back and asked if my brother Leon and his wife were with me. And
my brother Leon shouted to them and then told me to make Labang run; their
answers were lost in the noise of the wheels.
I stopped Labang on the road before our house and would have gotten down
but my brother Leon took the rope and told me to stay in the cart. He turned Labang
into the open gate and we dashed into our yard. I thought we would crash into the
camachile tree, but my brother Leon reined in Labang in time. There was light
downstairs in the kitchen, and Mother stood in the doorway, and I could see her
smiling shyly. My brother Leon was helping Maria over the wheel. The first words
that fell from his lips after he had kissed Mother’s hand were:
"Father... where is he?"
"He is in his room upstairs," Mother said, her face becoming serious. "His leg
is bothering him again."
I did not hear anything more because I had to go back to the cart to unhitch
Labang. But I hardly tied him under the barn when I heard Father calling me. I met
my brother Leon going to bring up the trunks. As I passed through the kitchen, there
were Mother and my sister Aurelia and Maria and it seemed to me they were crying,
all of them.
There was no light in Father’s room. There was no movement. He sat in the
big armchair by the western window, and a star shone directly through it. He was
smoking, but he removed the roll of tobacco from his mouth when he saw me. He
laid it carefully on the windowsill before speaking.
"Did you meet anybody on the way?" he asked.
"No, Father," I said. "Nobody passes through the Waig at night."
He reached for his roll of tobacco and hitched himself up in the chair.
"She is very beautiful, Father."
"Was she afraid of Labang?" My father had not raised his voice, but the room
Quarter 1 84
seemed to resound with it. And again I saw her eyes on the long curving horns and
the arm of my brother Leon around her shoulders.
"No, Father, she was not afraid."
"On the way---"
"She looked at the stars, Father. And Manong Leon sang."
"What did he sing?"
"---Sky Sown with Stars... She sang with him."
He was silent again. I could hear the low voices of Mother and my sister
Aurelia downstairs. There was also the voice of my brother Leon, and I thought that
Fathers voice must have been like it when Father was young. He had laid the roll of
tobacco on the windowsill once more. I watched the smoke waver faintly upward
from the lighted end and vanish slowly into the night outside.
The door opened and my brother Leon and Maria came in.
"Have you watered Labang?" Father spoke to me.
I told him that Labang was resting yet under the barn.
"It is time you watered him, my son," my father said.
I looked at Maria and she was lovely. She was tall. Beside my brother Leon,
she was tall and very still. Then I went out, and in the darkened hall the fragrance of
her was like a morning when papayas are in bloom.
LET’S
LET’SDISCUSS
DISCUSS
Answer the following questions:
1. What could be the purpose of Leon and Maria in coming home to
Nagrebcan?
______________________________________________________________
2. Describe the setting of the story.
______________________________________________________________
3. What was Baldo’s impression of Maria?
______________________________________________________________
4. Why was Baldo tasked to meet his brother and Maria?
______________________________________________________________
5. Why did Leon sing to Maria the favorite song of his family? Why did Baldo
use the cart driven by Labang instead of the calesa?
Quarter 1 85
______________________________________________________________
______________________________________________________________
6. What was the father’s purpose in asking Baldo to pass through the Waig
instead of the Camino Real? Why did the father wait in his room instead of meeting
the couple like Baldo’s mother did?
______________________________________________________________
______________________________________________________________
7. Why was it important for Leon to introduce Maria to his family? Do you think
the family members who are getting married should do the same? Why or why not?
______________________________________________________________
______________________________________________________________
8. How would you feel if your brother/sister comes home with a wife/husband?
Explain your answer.
______________________________________________________________
B. Literary Focus
1. How different is this story from the previous stories you have read so far in
this module?
____________________________________________________________
_____________________________________________________________
2. Note the use of description in the story. How do you characterize them in
terms of style?
____________________________________________________________
_____________________________________________________________
3. What is the role of the setting in the story? How important is it in the
progression of the events in the story?
____________________________________________________________
_____________________________________________________________
4. From whose perspective is the story told? Is this point of view significant at
all? What if the story is told from Leon’s point of view or from Maria’s?
____________________________________________________________
Quarter 1 86
_____________________________________________________________
TYPES OF SHORT STORIES

A short story is fictional, or an account about imaginary events and people,
written in prose. It has a setting, character, plot, theme, and point of view. It covers
only a limited length and can be read in one setting.
There are various types of short stories that deal particularly with the different
story elements:
 Short story of setting – It focuses on the setting. It gives a vivid
representation of a particular location and time.
 Short story of character – It highlights and revolves around the roles of the
character in the story.
 Short story of plot – It emphasizes the sequence of the plot, from exposition
to resolution.
 Short story of theme – It centers on a particular theme and focuses on the
teaching of values and morals.
 Short story of point of view – It delivers the story through a specific point of
view. It can be in the first-person or third-person point of view.
What type of short story is the selection “How My Brother Leon Brought Home
a Wife”? Explain your answer.
LET’S
LET’SEXPLORE
EXPLORE
ADJECTIVES
An adjective is a word used to describe or modify a noun or a pronoun.
Adjectives can be classified into two: descriptive and limiting.
Descriptive Adjectives
A descriptive adjective answers the question “What kind?” It may a pproper or
common adjective.
Quarter 1 87
 Proper adjectives – They function as adjectives but are formed from proper
nouns. They follow the rules in capitalization.
Example: Filipino values (What kind of values?)
 Common adjectives – They describe the quality of a noun.
Example: rocky road (What kind of road?)
Limiting Adjectives
A limiting adjective answers the following questions:
 Which one?
 Whose?
 How many?
 How much?
 What position in a series?
Limiting adjectives can be articles, numerals, or pronominals.

 Articles – They are used before a noun and can be classified as definite or
indefinite.
a. Definite – There is only one definite article, the, and it specifies a particular
noun.
Example: the portrait of Maria (Specific, identifiable portrait)
b. Indefinite – There are two indefinite articles, a and an, and they do not refer
to a specific noun.
Example: an island in the Southeast (refers to any island)
a city in the National Capital Region (refers to any city in the
National Capital Region)
 Numerals – They suggest quantity, sequence, and figures. A numeral may be
cardinal or ordinal.
a. Cardinal – This refers to the Hindu-Arabic numerals.
Example: fifty pesos (How much money?)
b. Ordinal – This suggests a number sequence.
Example: third child in the family (What position in the series of children?)
 Pronominal – These are possessive forms of personal pronouns,
demonstrative pronouns, and indefinite pronouns. though these are pronouns,
Quarter 1 88
they do not substitute any noun; rather, they modify the noun. Hence, they
function as an adjective.
Examples: our ancestors (Whose ancestors?)
that family opf singers (Which family?)
LET’S
LET’SCHECK
CHECK
I. Write D above the underlined adjective if it is descriptive and L if it is

limiting.
1. The sun was in our eyes, for it was dipping into the bright sea.
2. Each time the wheels encountered a big rock, her voice would catch in her
throat.
3. She looked down once at her high-heeled shoes and gave her left hand to
my brother Leon.
4. The first words of Leon fell from his lips after he had kissed his mother’s
hands.
5. The star is so many times bigger and brighter than it was at Ermita beach.
6. His younger brother was entertained by Maria’s charm.
7. Maria gradually adapted and learned the Ilocano ways of living.
8. She is quiet, demure, and lovely in every way.
9. There were two diverging road and they took the longer one.
10. Aurelia seems happy upon meeting the new member of the family.
II. Identify the type and subtype of each underlined adjective. An example is
provided as guide.
Sentences Kind Subtype

Example:
His father had not raised his voice, but the limiting pronominal
room seemed to resound with it.
1. I thought what father’s voice must have
Quarter 1 89
been like it when father was young.
2. Leon stopped and lighted the lantern that

hung from the cart between the wheels.
3. Maria jumped off and she was excited to

see the Nagrebcan community.
4. He faced the sun and from his mouth

came a call so loud and vibrant that the earth
seemed to tremble underfoot.
5. Baldo could hear the three members of the

family talking to Maria.
6. Their answers were lost in the noise of the

wheels.
7. They encountered big rocks along the road

of the Waig.
8. His father reached for his role of tobacco

while waiting for Maria and Leon.
9. The thick, pleasant, smell of dangla

bushes irritated Leon.
10. Maria’s nails were long but not painted.
LET’S
LET’SWRITE
WRITE
Assuming that you are a magazine writer, you are tasked to interview three to
five high school students about the changes they have observed in them now that
they are teenagers. Write a descriptive article (an article composed of descriptive
paragraphs) using the information you have gathered from your interviews. Your
article should have four to five paragraphs and should follow the pointers given
below. Your output will be based on the use of appropriate adjectives and the clarity
of your descriptions.
WRITING A DESCRIPTIVE PARAGRAPH
A descriptive paragraph is a paragraph that describes a particular subject,
which can be a person, object, place, event, feeling, or idea. It makes use of details
Quarter 1 90
which appeal to the five senses. These details are given to create a vivid picture of
the subject. Adjectives are used to clearly describe the ideas being presented.
Here are some pointers in writing descriptive paragraphs:
1. Find and explore a topic or subject.
2. Start by describing what the readers can see.
3. Add details that relate to the senses of touch and hearing.
4. Be sure to make your paragraphs long and detailed enough.
5. Use literary devices such as figures of speech.
Write your descriptive article inside the box.
LET’S
LET’SDELIVER
DELIVER
Organize a debate and then group yourselves into two groups, the proposition
and the opposition. Your teacher will provide the topic/issue. You should be able to
defend your stand on the issue. The teacher will evaluate your performance based
Quarter 1 91
on the soundness of your arguments, the strength of your evidence, and the clarity of
your delivery.
CULMINATING ACTIVITY: JAZZ CHANTS
Second Quarter: Week 8

 Participate in group activities
 Establish rapport with group members
 Create own script for jazz chants
 Perform the jazz chants appropriately
 Appreciate one another’s effort
Task 1: Group Work

Divide the class into 4 groups. Choose your leader, assistant leader,
secretary, and assistant secretary. Each member should participate in crafting your
script Jazz Chants.
Here are the mechanics in constructing a Jazz Chants script:
1.
2.
3.
4.
5.
Task 2: Group Practice

Each group will be given three days of practicing Jazz Chants. The
secretary/assistant secretary of each group will record the minutes of activities
specifying the development of your group. Take note of the participation of your
members.
Task 3: Group Presentation
Quarter 1 92
Prepared by:
SATURNINA L. GOMEZ, DEM

Teacher III, UBNHS
Quarter 1 93
April 25, 2017
CULMINATING ACTIVITY: JAZZ CHANTS
Second Quarter: Week 8
Quarter 1 94

Q U A R T E R: Module in English For Grade 7

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MODULE IN ENGLISH

First Quarter: Week 1

Intended Learning Outcomes:

Read the story. Find the origin of the Filipinos.

The country is inhabited by people largely of Malay stock but sub-classified

Answer briefly the following questions:

1. What are the problems encountered by the characters in the story?

2. What premonition was heard about their plan to get married?

3. How did the characters resolve their problems?

5. What generalization can be drawn from the legend?

6. What was the effect of the union of Malakas and Maganda?

1. What type of folk narrative is the selection?

Title of Time and Realistic Otherworldly Attributes Historical

Examples: The two kingdoms separated.

Their love had grown stronger.

They knew in their hearts.

Examples: They would find a way.

Princess Maganda escaped from home

They became parents of the first Filipinos.

Their union gave birth to a strong and beautiful people.

Identify each item whether it is a sentence or not.

__________1. A strong and beautiful people.

__________2. There lived a maid and a man.

__________3. Malakas and Maganda were born on the same night.

__________4. The new moon was rising.

__________5. Whose loves were ruled by the movements of the sun.

__________6. This strange coincidence has a wondrous meaning.

__________7. They worshipped the newly-born babies.

__________8. Their diviners decreed that Bathala.

__________9. Ruled by the parents of Malakas and Maganda.

First Quarter: Week 2

Intended Learning Outcomes:

1. let late 6. dell dale

1. They sell many things at the bargain sale.

Choose the best meaning for the underlined words.

3. Marikudo assembled his men.

4. The Borneans were in search of a new land.

5. Marikudo consented to give the Borneans some land.

6. They were stout-hearted men.

7. The men were hardy enough to sail to a new land.

8. The boats drew nearer to the shore.

Voyage To The New Land

ELEMENTS OF A SHORT STORY

Directions: Arrange the event in order of occurrence.

Categories of Nouns Examples

Common Nouns name any one of a class of people, places, or things.

Common Nouns Proper Nouns

neighbor Judge Gomez, Datu Puti, Marikudo

A. Underline the noun in the sentence and label it as concrete, abstract, or

Follow the instructions carefully.

CONSIDERING YOUNGER GENERATION

First Quarter: Week 3

Read the following sentences below emphasizing the suspended intonation

Read the selection of one young Sulu talking about himself.

Answer the following questions:

 Backdrop Setting uses distinct visuals that appeal to the audience.

Verbs also have singular or plural numbers.

What are the things you should be proud of in your community/area?

Write a commentary of any topic based on your observation and experiences

Teacher III, UBNHS

First Quarter: Week 4

Intended Learning Outcomes:

muttering pungent smattering sanity demurred